1.1 children’s rights and entitlements · 2016. 11. 29. · revision 003/november 2016...
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Revision 003/November 2016
Safeguarding children
1.1 Children’s rights and entitlements
Policy statement
We promote children's right to be strong, resilient and listened to by creating an
environment in our setting that encourages children to develop a positive self-image,
which includes their heritage arising from their colour and ethnicity, their languages
spoken at home, their religious beliefs, cultural traditions and home background.
We promote children's right to be strong, resilient and listened to by encouraging
children to develop a sense of autonomy and independence.
We promote children's right to be strong, resilient and listened to by enabling children
to have the self-confidence and the vocabulary to resist inappropriate approaches.
We help children to establish and sustain satisfying relationships within their families,
with peers, and with other adults.
We work with parents to build their understanding of, and commitment to, the
principles of safeguarding all our children.
EYFS key themes and commitments
A Unique Child Positive
Relationships
Enabling
Environments
Learning and
Development
1.2 Inclusive
practice
2.1 Respecting each
other
3.2 Supporting
every child
4.4 Personal, social
and emotional
development
What it means to promote children’s rights and entitlements to be ‘strong, resilient and
listened to’.
To be strong means to be:
secure in their foremost attachment relationships where they are loved and cared for,
by at least one person who is able to offer consistent, positive and unconditional
regard and who can be relied on;
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safe and valued as individuals in their families and in relationships beyond the family,
such as day care or school ;
self assured and form a positive sense of themselves – including all aspects of their
identity and heritage;
included equally and belong in early years settings and in community life;
confident in abilities and proud of their achievements;
progressing optimally in all aspects of their development and learning;
to be part of a peer group in which to learn to negotiate, develop social skills and
identity as global citizens, respecting the rights of others in a diverse world; and
to participate and be able to represent themselves in aspects of service delivery that
affects them as well as aspects of key decisions that affect their lives.
To be resilient means to:
be sure of their self-worth and dignity;
be able to be assertive and state their needs effectively;
be able to overcome difficulties and problems;
be positive in their outlook on life;
be able to cope with challenge and change;
have a sense of justice towards self and others;
to develop a sense of responsibility towards self and others; and
to be able to represent themselves and others in key decision making processes.
To be listened to means:
adults who are close to children recognise their need and right to express and
communicate their thoughts, feelings and ideas;
adults who are close to children are able to tune in to their verbal, sign and body
language in order to understand and interpret what is being expressed and
communicated;
adults who are close to children are able to respond appropriately and, when
required, act upon their understanding of what children express and communicate ;
and
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adults respect children’s rights and facilitate children’s participation and
representation in imaginative and child centred ways in all aspects of core services.
The above policy was adopted at Chapel Lane Pre-School
Date Reviewed November 2016
Date to be reviewed November 2017
Signed on behalf of the management committee
Name of signatory Lucy Harber
Role of signatory (e.g. chair/owner) Chairperson
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Safeguarding children
1.2 Safeguarding children and child protection
(Including managing allegations of abuse against a member of staff)
Policy statement
Our setting will work with children, parents and the community to ensure the rights and
safety of children and to give them the very best start in life. Our safeguarding policy is
based on the three key commitments of the Pre-school Learning Alliance Safeguarding
Children Policy.
EYFS key themes and commitments
A Unique Child Positive
Relationships
Enabling
Environments
Learning and
Development
1.3 Keeping safe 2.1 Respecting each
other
2.2 Parents as
partners
3.4 The wider
context
4.4 Personal, social
and emotional
development
Procedures
We carry out the following procedures to ensure we meet the three key commitments of
the Alliance Safeguarding Children Policy.
Key commitment 1
The Pre-School is committed to building a 'culture of safety' in which children are
protected from abuse and harm in all areas of its service delivery.
Staff and volunteers
Our designated person (a member of staff) who co-ordinates child protection issues is:
Libby Fothergill
Our designated officer (a committee member) who oversees this work is:
Melonie Wilks
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We ensure all staff and parents are made aware of our safeguarding policies and
procedures.
We provide adequate and appropriate staffing resources to meet the needs of
children.
Applicants for posts within the setting are clearly informed that the positions are
exempt from the Rehabilitation of Offenders Act 1974.
Candidates are informed of the need to carry out 'enhanced disclosure' checks with
the Criminal Records Bureau before posts can be confirmed.
Where applications are rejected because of information that has been disclosed,
applicants have the right to know and to challenge incorrect information.
We abide by Ofsted requirements in respect of references and Criminal Record Bureau
checks for staff and volunteers, to ensure that no disqualified person or unsuitable
person works at the setting or has access to the children.
Volunteers do not work unsupervised.
We abide by the Protection of Vulnerable Groups Act requirements in respect of any
person who is dismissed from our employment, or resigns in circumstances that would
otherwise have lead to dismissal for reasons of child protection concern.
We have procedures for recording the details of visitors to the setting.
We take security steps to ensure that we have control over who comes into the setting
so that no unauthorised person has unsupervised access to the children.
Key commitment 2
The Pre-School is committed to responding promptly and appropriately to all incidents or
concerns of abuse that may occur and to work with statutory agencies in accordance with
the procedures that are set down in 'What to do if you’re worried a child is being abused'
(HMG 2006).
Responding to suspicions of abuse
We acknowledge that abuse of children can take different forms - physical, emotional,
and sexual, as well as neglect.
When children are suffering from physical, sexual or emotional abuse, or may be
experiencing neglect, this may be demonstrated through the things they say (direct or
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indirect disclosure) or through changes in their appearance, their behaviour, or their
play.
Where such evidence is apparent, the child's key person makes a dated record of the
details of the concern and discusses what to do with the manager who is acting as the
'designated person'. The information is stored in a locked file marked ‘Safeguarding
Concerns’
We refer concerns to the local authority children’s social care department and co-
operate fully in any subsequent investigation.
NB In some cases this may mean the police or another agency identified by the Local
Safeguarding Children’s Board.
If we believe a parent/carer is unfit to take a child, for example under the influence of
drink or drugs, we will refer our concerns to the Local Safeguarding Children’s Board.
We take care not to influence the outcome either through the way we speak to
children or by asking questions of children.
Recording suspicions of abuse and disclosures
Where a child makes comments to a member of staff that gives cause for concern
(disclosure), observes signs or signals that gives cause for concern, such as significant
changes in behaviour; deterioration in general well-being; unexplained bruising,
marks or signs of possible abuse or neglect that member of staff:
listens to the child, offers reassurance and gives assurance that she or he will take
action;
asks open ended questions
makes a written record that forms an objective record of the observation or
disclosure that includes:
the date and time of the observation or the disclosure;
the exact words spoken by the child as far as possible;
the name of the person to whom the concern was reported, with date and
time; and
the names of any other person present at the time.
These records are signed and dated and kept in the locked file marked ‘Safeguarding
Concerns’
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Making a referral to the local authority social care team
Either a referral will be made by telephone to Wokingham Borough Council or a multi
agency referral from will be completed online.
Informing parents
Parents are normally the first point of contact.
If a suspicion of abuse is recorded, parents are informed at the same time as the
report is made, except where the guidance of the Local Safeguarding Children Board
does not allow this as it could put the child at risk of further ‘significant harm’
This will usually be the case where the parent is the likely abuser. In these cases, the
investigating officers will inform parents.
Liaison with other agencies
We work within the Local Safeguarding Children Board guidelines.
We have a copy of 'What to do if you’re worried a child is being abused' for parents
and staff and all staff are familiar with what to do if they have concerns.
We notify the registration authority (Ofsted) of any incident or accident and any
changes in our arrangements which may affect the wellbeing of children.
If a referral is to be made to the local authority social care department, we act within
the area’s Safeguarding Children and Child Protection guidance in deciding whether
we must inform the child's parents at the same time.
Allegations against staff
We ensure that all parents know how to complain about the behaviour or actions of
staff or volunteers within the setting, or working on the premises occupied by the
setting, which may include an allegation of abuse.
We follow the guidance of the Local Safeguarding Children Board when responding to
any complaint that a member of staff, or volunteer within the setting, or working on
the premises occupied by the setting, has abused a child.
We respond to any disclosure by children or staff that abuse by a member of staff or
volunteer within the setting, or working on the premises occupied by the setting, may
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have taken, or is taking place, by first recording the details of any such alleged
incident.
We refer any such complaint immediately to LADO. We also report any such alleged
incident to Ofsted and what measures we have taken. We are aware that it is an
offence not to do this.
We co-operate entirely with any investigation carried out by children’s social care in
conjunction with the police.
Where the management committee and children’s social care agree it is appropriate in
the circumstances, the chairperson will suspend the member of staff on full pay, or the
volunteer, for the duration of the investigation. This is not an indication of admission
that the alleged incident has taken place, but is to protect the staff as well as children
and families throughout the process.
Disciplinary action
Where a member of staff or volunteer has been dismissed due to engaging in activities
that caused concern for the safeguarding of children or vulnerable adults, we will
notify the Independent Safeguarding Authority (ISA) of relevant information so that
individuals who pose a threat to children (and vulnerable groups), can be identified
and barred from working with these groups.
Key commitment 3
The Pre-School is committed to promoting awareness of child abuse issues throughout its
training and learning programmes for adults. It is also committed to empowering young
children, through its early childhood curriculum, promoting their right to be strong,
resilient and listened to.
Training
We seek out training opportunities for all adults involved in the setting to ensure that
they are able to recognise the signs and signals of possible physical abuse, emotional
abuse, sexual abuse and neglect and that they are aware of the local authority
guidelines for making referrals.
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We ensure that all staff know the procedures for reporting and recording their
concerns in the setting.
Planning
The layout of the rooms allows for constant supervision. No child is left alone with
staff or volunteers in a one-to-one situation without being visible to others.
Curriculum
We introduce key elements of keeping children safe into our programme to promote
the personal, social and emotional development of all children, so that they may grow
to be strong, resilient and listened to and that they develop an understanding of why
and how to keep safe.
We create within the setting a culture of value and respect for the individual, having
positive regard for children's heritage arising from their colour, ethnicity, languages
spoken at home, cultural and social background.
We ensure that this is carried out in a way that is developmentally appropriate for the
children.
Confidentiality
All suspicions and investigations are kept confidential and shared only with those who
need to know. Any information is shared under the guidance of the Local
Safeguarding Children Board.
Support to families
We believe in building trusting and supportive relationships with families, staff and
volunteers in the group.
We make clear to parents our role and responsibilities in relation to child protection,
such as for the reporting of concerns, providing information, monitoring of the child,
and liaising at all times with the local children’s social care team.
We will continue to welcome the child and the family whilst investigations are being
made in relation to any alleged abuse.
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We follow the Child Protection Plan as set by the child’s social care worker in relation
to the setting's designated role and tasks in supporting that child and their family,
subsequent to any investigation.
Confidential records kept on a child are shared with the child's parents or those who
have parental responsibility for the child in accordance with the Confidentiality and
Client Access to Records procedure and only if appropriate under the guidance of the
Local Safeguarding Children Board.
Legal framework
Primary legislation
Children Act (1989 s47)
Protection of Children Act (1999)
Data Protection Act (1998)
The Children Act (Every Child Matters) (2004)
Safeguarding Vulnerable Groups Act (2006)
Safeguarding children & young people (2014)
Working together to safeguard young children (2015)
Secondary legislation
Sexual Offences Act (2003)
Criminal Justice and Court Services Act (2000)
Human Rights Act (1999)
Race Relations (Amendment) Act (2000)
Race Relations (Amendment) Act (1976) Regulations
Equalities Act (2006)
Data Protection Act (1998) Non Statutory Guidance
Further Guidance
Working Together to Safeguard Children (revised HMG 2006)
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What to do if you’re Worried a Child is Being Abused (HMG 2006)
Framework for the Assessment of Children in Need and their Families (DoH 2000)
The Common Assessment Framework (2006)
Statutory guidance on making arrangements to safeguard and promote the welfare of
children under section 11 of the Children Act 2004 (HMG 2007)
Information Sharing: Practitioners’ Guide (HMG 2006)
Independent Safeguarding Authority: www.isa-gov.org.uk
The above policy was adopted at Chapel Lane Pre-School
Date Reviewed November 2016
Date to be reviewed November 2017
Signed on behalf of the management committee
Name of signatory Lucy Harber
Role of signatory (e.g. chair/owner) Chairperson
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Safeguarding children
1.3 Looked after children
Policy statement
Early years settings are committed to providing quality provision based on equality of
opportunity for all children and their families. All staff are committed to doing all they can
to enable ‘looked after’ children in their care to achieve and reach their full potential.
Definition of ‘Looked after Children’ (LAC): Children and young people become ‘looked
after’ if they have either been taken into care by the local authority, or have been
accommodated by the local authority (a voluntary care arrangement). Most LAC will be
living in foster homes, but a smaller number may be in a children’s home, living with a
relative or even placed back home with their natural parent(s).
We recognise that children who are being looked after have often experienced traumatic
situations; physical, emotional or sexual abuse or neglect. However, we also recognise
that not all looked after children have experienced abuse and that there are a range of
reasons for children to be taken in to the care of the local authority. Whatever the reason,
a child’s separation from their home and family signifies a disruption in their lives that has
impact on their emotional well-being.
In our setting, we place emphasis on promoting children’s right to be strong, resilient and
listened to. Our policy and practice guidelines for looked after children are based on these
two important concepts, attachment and resilience. The basis of this is to promote secure
attachments in children’s lives as the basis for resilience. These aspects of well-being
underpin the child’s responsiveness to learning and are the basis in developing positive
dispositions for learning. For young children to get the most out of educational
opportunities they need to be settled enough with their carer to be able to cope with
further separation, a new environment and new expectations made upon them.
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Principles
The term ‘looked after child’ denotes a child’s current legal status; this term is never used to
categorise a child as standing out from others. We do not refer to such a child using acronyms
such as LAC.
We do not offer placements for babies and children under two years who are in care; we offer
instead other services to enable a child to play and engage with other children where their
carer stays with the child.
We offer places to two-year-old children in exceptional circumstances who are in care. In such
cases, the child should have been with the foster carer for at least two months and show signs
of having formed a secure attachment to the carer and where the placement in the setting will
last a minimum of three months.
We offer places for funded three and four-year-olds who are in care to ensure they receive
their entitlement to early education. We expect that a child will have been with a foster carer
for a minimum of one month and has formed a secure attachment to the carer. We expect
that the placement in the setting will last a minimum of six weeks.
We will always offer ‘stay and play’ provision for a child who is two to five years old who is still
settling with their foster carer, or who is only temporarily being looked after.
Where a child who normally attends our setting is taken into care and is cared for by a local
foster carer we will continue to offer the placement for the child.
EYFS Key themes and commitments
A Unique Child Positive
Relationships
Enabling
Environments
Learning and
Development
1.1 Child
development
1.2 Inclusive
practice
1.3 Keeping safe
2.1 Respecting each
other
2.2 Parents as
partners
2.4 Key person
3.2 Supporting
every child
3.4 The wider
context
4.4 Personal, social
and emotional
development
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Procedures
The designated person for looked after children is the designated child protection co-
ordinator- Libby Fothergill
Every child is allocated a key person before they start and this is no different for a
looked after child. The designated person ensures the key person has the information,
support and training necessary to meet the looked after child’s needs.
The designated person and the key person liaise with agencies, professionals and
practitioners involved with the child and his or her family and ensures appropriate
information is gained and shared.
The setting recognises the role of the local authority social care department as the
child’s ‘corporate parent’ and the key agency in determining what takes place with the
child. Nothing changes, especially with regard to the birth parent’s or foster carer’s
role in relation to the setting without prior discussion and agreement with the child’s
social worker.
At the start of a placement there is a professionals meeting that will determine the
objectives of the placement and draw up a care plan that incorporates and the child’s
learning needs. This plan is reviewed after two weeks, six weeks and three months.
Thereafter at three to six monthly intervals.
The care plan needs to consider such issues for the child as:
- the child’s emotional needs and how they are to be met;
- how any emotional issues and problems that affect behaviour are to be managed;
- the child’s sense of self, culture, language/s and identity – how this is to be
supported;
- the child’s need for sociability and friendship;
- the child’s interests and abilities and possible learning journey pathway; and
- how any special needs will be supported.
In addition, the care plan will also consider:
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- how information will be shared with the foster carer and local authority (as the
‘corporate parent’) as well as what information is shared with whom and how it
will be recorded and stored;
- what contact the child has with his/her birth parent(s) and what arrangements will
be in place for supervised contact. If this is to be the setting, when, where and
what form the contact will take will be discussed and agreed;
- what written reporting is required;
- wherever possible, and where the plan is for the child’s return home, the birth
parent(s) should be involved in planning; and
- with the social worker’s agreement, and as part of the plan, the birth parent(s)
should be involved in the setting’s activities that include parents, such as outings,
fun-days etc alongside the foster carer.
The settling-in process for the child is agreed. It should be the same as for any other
child, with the foster carer taking the place of the parent, unless otherwise agreed. It is
even more important that the ‘proximity’ stage is followed until it is visible that the
child has formed a relationship with his or her key person sufficient to act as a ‘secure
base’ to allow the gradual separation from the foster carer. This process may take
longer in some cases, so time needs to be allowed for it to take place without causing
further distress or anxiety to the child.
In the first two weeks after settling-in, the child’s well-being is the focus of
observation, their sociability and their ability to manage their feelings with or without
support.
Further observations about communication, interests and abilities will be noted to firm
a picture of the whole child in relation to the Early Years Foundation Stage 6 areas of
learning.
Concerns about the child will be noted in the child’s file and discussed with the foster
carer.
If the concerns are about the foster carer’s treatment of the child, or if abuse is
suspected, these are recorded in the child’s file and reported to the child’s social care
worker according to the setting’s safeguarding children procedure.
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Regular contact should be maintained with the social worker through planned
meetings that will include the foster carer.
Transition to school will be handled sensitively and the designated person and or the
child’s key person will liaise with the school, passing on relevant information and
documentation with the agreement of the looked after child’s birth parents.
Further guidance
Guidance on the Education of Children and Young People in Public Care (DfEE 2000)
Who Does What: How Social Workers and Carers Can Support the Education of Looked
After Children (DfES 2005)
Supporting Looked After Learners - A Practical Guide for School Governors (DfES 2006)
The above policy was adopted at Chapel Lane Pre-School
Date Reviewed November 2016
Date to be reviewed November 2017
Signed on behalf of the management committee
Name of signatory Lucy Harber
Role of signatory (e.g. chair/owner) Chairperson
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Safeguarding Children
1.4 Confidentiality and client access to records
Policy statement
Definition: ‘Confidential information is information of some sensitivity, which is not already
lawfully in the public domain or readily available from another public source, and which
has been shared in a relationship where the person giving the information understood it
would not be shared with others.’ (Information Sharing: Practitioners’ Guide)
In our setting, staff and managers can be said to have a ‘confidential relationship’ with
families. It is our intention to respect the privacy of children and their parents and carers,
while ensuring that they access high quality early years care and education in our setting.
We aim to ensure that all parents and carers can share their information in the confidence
that it will only be used to enhance the welfare of their children. There are record keeping
systems in place that meet legal requirements; means of storing and sharing that
information take place within the framework of the Data Protection Act and the Human
Rights Act.
EYFS key themes and commitments
A Unique Child Positive
Relationships
Enabling
Environments
Learning and
Development
1.3 Keeping safe 2.1 Respecting each
other
2.2 Parents as
partners
3.4 The wider
context
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Confidentiality procedures
We always check whether parents regard the information they share with us to be
regarded as confidential or not.
Some parents sometimes share information about themselves with other parents as
well as staff; the setting cannot be held responsible if information is shared beyond
those parents whom the person has ‘confided’ in.
Information shared between parents in a discussion or training group is usually bound
by a shared agreement that the information is confidential to the group and not
discussed outside of it.
We inform parents when we need to record confidential information beyond the
general personal information we keep (see our record keeping procedures) - for
example with regard to any injuries, concerns or changes in relation to the child or the
family, any discussions with parents on sensitive matters, any records we are obliged
to keep regarding action taken in respect of child protection and any contact and
correspondence with external agencies in relation to their child.
We keep all records securely (see our record keeping procedures).
Client access to records procedures
Parents may request access to any confidential records held on their child and family
following the procedure below:
Any request to see the child’s personal file by a parent or person with parental
responsibility must be made in writing to the manager.
The manager informs the chairperson of the management committee and sends a
written acknowledgement.
The setting commits to providing access within 14 days, although this may be
extended.
The setting’s manager and chairperson of the management committee prepare the file
for viewing.
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All third parties are written to, stating that a request for disclosure has been received
and asking for their permission to disclose to the person requesting it. Copies of these
letters are retained on file.
‘Third parties’ include all family members who may be referred to in the records.
It also includes workers from any other agency, including social services, the health
authority, etc. It is usual for agencies to refuse consent to disclose, preferring the
individual to go directly to them.
When all the consents/refusals to disclose have been received these are attached to
the copy of the request letter.
A photocopy of the complete file is taken.
The setting manager and chairperson of the management committee go through the
file and remove any information which a third party has refused consent to disclose.
This is best done with a thick black marker, to score through every reference to the
third party and information they have added to the file.
What remains is the information recorded by the setting, detailing the work initiated
and followed by them in relation to confidential matters. This is called the ‘clean copy’.
The ‘clean copy’ is photocopied for the parents who are then invited in to discuss the
contents. The file should never be given straight over, but should be gone through by
the setting manager, so that it can be explained.
Legal advice may be sought before sharing a file, especially where the parent has
possible grounds for litigation against the setting or another (third party) agency.
All the undertakings above are subject to the paramount commitment of the setting,
which is to the safety and well-being of the child. Please see also our policy on child
protection.
Legal framework
Data Protection Act 1998
Human Rights Act 1998
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Further guidance
Information Sharing: Practitioners’ Guide (HMG 2006)
www.everychildmatters.gov.uk/_files/ACB1BA35C20D4C42A1FE6F9133A7C614.pdf
The above policy was adopted at Chapel Lane Pre-School
Date Reviewed November 2016
Date to be reviewed November 2017
Signed on behalf of the management committee
Name of signatory Lucy Harber
Role of signatory (e.g. chair/owner) Chairperson
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Safeguarding children
1.5 Information sharing
“Practitioners need to understand their organisation’s position and commitment to
information sharing. They need to have confidence in the continued support of their
organisation where they have used their professional judgement and shared information
professionally.”
Information Sharing: Guidance for Practitioners and Managers (DCSF 2008)
Policy statement
We recognise that parents have a right to know that information they share will be
regarded as confidential as well as be informed about the circumstances, and reasons,
when we are obliged to share information.
We are obliged to share confidential information without authorisation from the person
who provided it or to whom it relates if it is in the public interest. That is when:
it is to prevent a crime from being committed or intervene where one may have been,
or to prevent harm to a child or adult; or
not sharing it could be worse than the outcome of having shared it.
The decision should never be made as an individual, but with the back-up of management
committee officers. The three critical criteria are:
Where there is evidence that the child is suffering, or is at risk of suffering, significant
harm.
Where there is reasonable cause to believe that a child may be suffering, or at risk of
suffering, significant harm.
To prevent significant harm arising to children and young people or serious harm to
adults, including the prevention, detection and prosecution of serious crime.
EYFS key themes and commitments
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A Unique Child Positive
Relationships
Enabling
Environments
Learning and
Development
1.2 Inclusive
practice
1.3 Keeping safe
2.1 Respecting each
other
2.2 Parents as
partners
3.4 The wider
context
Procedures
Remember that the Data Protection Act is not a barrier to sharing information but
provides a framework to ensure that personal information about living persons is shared
appropriately. Our policy and procedures on information sharing provide guidance to
appropriate sharing of information with external agencies.
Be open and honest. Explain to families how, when and why information will be
shared about them and with whom. Seek consent to share information, unless
it puts the child at risk or undermines a criminal investigation.
In our setting we ensure:
Parents receive information about our information sharing policy when starting
their child in the setting and they sign a form to say that they understand
circumstances when information may be shared without their consent. This will
only be when it is a matter of safeguarding a child or vulnerable adult. This is
on our registration form;
Parents have information about our Safeguarding Children and Child Protection
policy; and have information about the circumstances when information will be
shared with external agencies, for example, with regard to any special needs
the child may have or transition to school.
Staff seek advice when there are doubts about possible significant harm to a
child or others.
Managers contact children’s social care for advice where they have doubts or
are unsure.
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We share with consent where appropriate. Respect the wishes of children and
parents not to consent to share confidential information. However, in the
interests of the child, know when it is reasonable to override their wish.
Guidelines for consent are part of this procedure.
Managers are conversant with this and are able to advise staff accordingly.
Consider the safety and welfare of the child when making a decision about
sharing information – if there are concerns regarding ‘significant harm’ the
child’s well being and safety is paramount.
In our setting we:
record concerns and discuss these with the setting’s designated person and/or
designated officer from the management committee for child protection
matters. Record decisions made and the reasons why information will be
shared and to whom; and
follow the procedures for reporting concerns and record keeping.
Ensure that information shared is accurate and up-to-date, necessary for the
purpose it is being shared for, shared only with those who need to know and
shared securely.
Our Child Protection procedure and Record Keeping procedure set out how and
where information should be recorded and what information should be shared
with another agency when making a referral.
Record reasons for decisions to share information or not.
Provision for this is set out in our Record Keeping procedure
Information being shared with parents will only be shared with named legal
guardians.
We enable a two-way flow of information with parents, carers and other
providers, if a child is attending more than one setting.
If requested, we will incorporate parents and/or carer comments into the
Childs records.
Information will be shared with the local authority and health officials, enabling
us to get the appropriate support.
Revision 003/November 2016
Information is shared with the local authority to meet the requirements of the
Early Years funding.
Consent
Parents have a right to be informed that their consent to share information will be
sought in most cases, as well as the kinds of circumstances when their consent may
not be sought, or their refusal to give consent may be overridden. We do this as
follows:
Our policies and procedures set out our responsibility regarding gaining consent
to share information and when it may not be sought or overridden.
We may cover this verbally when the child starts or include this in our
prospectus.
Parents sign a form at registration to say they understand this.
Copies given to parents of the forms they sign.
We consider the following questions when we need to share:
Is there legitimate purpose to sharing the information?
Does the information enable the person to be identified?
Is the information confidential?
If the information is confidential, do you have consent to share?
Is there a statutory duty or court order to share information?
If consent is refused, or there are good reasons not to seek consent, is there sufficient
public interest to share information?
If the decision is to share, are you sharing the right information in the right way?
Have you properly recorded your decision?
All the undertakings above are subject to the paramount commitment of the setting,
which is to the safety and well-being of the child. Please also see our Safeguarding
Children and Child Protection policy.
Legal framework
Data Protection Act 1998
Revision 003/November 2016
Human Rights Act 1998
Further guidance
Information Sharing: Guidance for Practitioners and Managers
www.everychildmatters.gov.uk/_files/116ABBC875E8FEE7BC1E03F534A1EFAA.pdf
The above policy was adopted at Chapel Lane Pre-School
Date Reviewed November 2016
Date to be reviewed November 2017
Signed on behalf of the management committee
Name of signatory Lucy Harber
Role of signatory (e.g. chair/owner) Chairperson
Revision 003/November 2016
Safeguarding Children
1.6 Uncollected child
Policy statement
In the event that a child is not collected by an authorised adult at the end of a session/day,
the setting puts into practice agreed procedures. These ensure the child is cared for safely
by an experienced and qualified practitioner who is known to the child. We will ensure
that the child receives a high standard of care in order to cause as little distress as
possible.
We inform parents/carers of our procedures so that, if they are unavoidably delayed, they
will be reassured that their children will be properly cared for.
EYFS key themes and commitments
A Unique Child Positive
Relationships
Enabling
Environments
Learning and
Development
1.3 Keeping safe
1.4 Health and well-
being
2.2 Parents as
partners
3.4 The wider
context
Procedures
Parents of children starting at the setting are asked to provide the following specific
information which is recorded on our Registration Form:
Home address and telephone number - if the parents do not have a telephone, an
alternative number must be given, perhaps a neighbour or close relative.
Place of work, address and telephone number (if applicable).
Mobile telephone number (if applicable).
Names, addresses, telephone numbers and signatures of adults who are
authorised by the parents to collect their child from the setting, for example a
childminder or grandparent.
Who has parental responsibility for the child.
Revision 003/November 2016
Information about any person who does not have legal access to the child.
On occasions when parents are aware that they will not be at home or in their usual
place of work, they inform us in writing of how they can be contacted.
On occasions when parents or the persons normally authorised to collect the child are
not able to collect the child, they provide us with written details of the name, address
and telephone number of the person who will be collecting their child. We agree with
parents how to verify the identity of the person who is to collect their child.
Parents are informed that if they are not able to collect the child as planned, they
must inform us so that we can begin to take back-up measures. We provide parents
with our contact telephone number.
We inform parents that we apply our child protection procedures as set out in our
child protection policy in the event that their children are not collected from setting by
an authorised adult within 15 Minutes after the setting has closed and the staff can no
longer supervise the child on our premises.
If a child is not collected at the end of the session/day, we follow the following
procedures:
The child’s file is checked for any information about changes to the normal
collection routines.
If no information is available, parents/carers are contacted at home or at work.
If this is unsuccessful, the adults who are authorised by the parents to collect their
child from the setting - and whose telephone numbers are recorded on the
Registration Form - are contacted.
All reasonable attempts are made to contact the parents or nominated carers.
The child does not leave the premises with anyone other than those named on the
Registration Form or in their file.
If no-one collects the child after 15 minutes and there is no-one who can be
contacted to collect the child, we apply the procedures for uncollected children.
We contact our local authority children’s social services care team:
0118 9088002 (telephone number)
Revision 003/November 2016
The child stays at setting in the care of two fully-vetted workers until the child is
safely collected either by the parents or by a social care worker.
Social Care will aim to find the parent or relative if they are unable to do so, the
child will become looked after by the local authority.
Under no circumstances do staff to go to look for the parent, nor do they take the
child home with them.
A full written report of the incident is recorded in the child’s file.
Depending on circumstances, we reserve the right to charge parents for the additional
hours worked by our staff.
Ofsted may be informed:
The above policy was adopted at Chapel Lane Pre-School
Date Reviewed November 2016
Date to be reviewed November 2017
Signed on behalf of the management committee
Name of signatory Lucy Harber
Role of signatory (e.g. chair/owner) Chairperson
Revision 003/November 2016
Safeguarding Children
1.7 Missing child
Policy statement
Children’s safety is maintained as the highest priority at all times both on and off
premises. Every attempt is made through carrying out the outings procedure and the
exit/entrance procedure to ensure the security of children is maintained at all times. In
the unlikely event of a child going missing, our missing child procedure is followed.
EYFS key themes and commitments
A Unique Child Positive
Relationships
Enabling
Environments
Learning and
Development
1.3 Keeping safe
1.4 Health and well-
being
2.2 Parents as
partners
3.4 The wider
context
Procedures
Child going missing on the premises
As soon as it is noticed that a child is missing the key person/staff alerts the manager.
The manager will carry out a thorough search of the building and garden.
The register is checked to make sure no other child has also gone astray.
Doors and gates are checked to see if there has been a breach of security whereby a
child could wander out.
If the child is not found, the parent is contacted and the missing child is reported to
the police.
The manager talks to the staff to find out when and where the child was last seen and
records this.
The manager contacts the chairperson and reports the incident. The chairperson, with
the management committee, (or proprietor) carries out an investigation and may
come to the setting immediately.
Child going missing on an outing
Revision 003/November 2016
This describes what to do when staff have taken a small group on an outing, leaving the
manager and/or other staff back in the setting. If the manager has accompanied children
on the outing, the procedures are adjusted accordingly.
What to do when a child goes missing from a whole setting outing may be a little different, as
parents usually attend and are responsible for their own child.
As soon as it is noticed that a child is missing, staff on the outing ask children to stand
with their designated person and carry out a headcount to ensure that no other child
has gone astray. One staff member searches the immediate vicinity but does not
search beyond that.
The manager is contacted immediately and the incident is reported.
The manager contacts the police and reports the child as missing.
The manager contacts the parent, who makes their way to the setting or outing venue
as agreed with the manager. The setting is advised as the best place, as by the time
the parent arrives, the child may have been returned to the setting.
Staff take the remaining children back to the setting.
In an indoor venue, the staff contact the venue’s security who will handle the search
and contact the police if the child is not found.
The manager contacts the chairperson and reports the incident. The chairperson, with
the management committee, (or proprietor) carries out an investigation and may
come to the setting immediately.
The manager, or designated staff member may be advised by the police to stay at the
venue until they arrive.
The investigation
Staff keep calm and do not let the other children become anxious or worried.
The manager together with the chairperson or representative from the management
committee or owner, speaks with the parent(s).
The chairperson and management committee or owner, carry out a full investigation
taking written statements from all the staff in the room or who were on the outing.
The key person/staff member writes an incident report detailing:
The date and time of the report.
Revision 003/November 2016
What staff/children were in the group/outing and the name of the staff designated
responsible for the missing child.
When the child was last seen in the group/outing.
What has taken place in the group or outing since the child went missing.
The time it is estimated that the child went missing.
A conclusion is drawn as to how the breach of security happened.
If the incident warrants a police investigation, all staff co-operate fully. In this case,
the police will handle all aspects of the investigation, including interviewing staff.
Children’s Social Care may be involved if it seems likely that there is a child protection
issue to address.
The incident is reported under RIDDOR arrangements (see the Reporting of Accidents
and Incidents policy); the local authority Health and Safety Officer may want to
investigate and will decide if there is a case for prosecution.
Ofsted is informed.
The insurance provider is informed.
Managing people
Missing child incidents are very worrying for all concerned. Part of managing the
incident is to try to keep everyone as calm as possible.
The staff will feel worried about the child, especially the key person or the designated
carer responsible for the safety of that child for the outing. They may blame
themselves and their feelings of anxiety and distress will rise as the length of time the
child is missing increases.
Staff may be the understandable target of parental anger and they may be afraid. The
manager needs to ensure that staff under investigation are not only fairly treated but
receive support while feeling vulnerable.
The parents will feel angry, and fraught. They may want to blame staff and may single
out one staff member over others; they may direct their anger at the setting manager.
When dealing with a distraught and angry parent, there should always be two
members of staff, one of whom is the manager and the other should be the
chairperson of the management committee or representative, or the proprietor. No
Revision 003/November 2016
matter how understandable the parent’s anger may be, aggression or threats against
staff are not tolerated, and the police should be called.
The other children are also sensitive to what is going on around them. They too may
be worried. The remaining staff caring for them need to be focused on their needs
and must not discuss the incident in front of them. They should answer children’s
questions honestly but also reassure them.
In accordance with the severity of the final outcome, staff may need counselling and
support. If a child is not found, or is injured, or worse, this will be a very difficult time.
The chairperson or proprietor will use their discretion to decide what action to take.
Staff must not discuss any missing child incident with the press without taking advice.
The above policy was adopted at Chapel Lane Pre-School
Date Reviewed November 2016
Date to be reviewed November 2017
Signed on behalf of the management committee
Name of signatory Lucy Harber
Role of signatory (e.g. chair/owner) Chairperson
Revision 003/November 2016
Safeguarding children
1.8 Supervision of children on outings and visits
Policy statement
Children benefit from being taken out of the setting to go on visits or trips to local parks or
other suitable venues for activities which enhance their learning experiences. Some
settings do not have direct access to outdoor provision on their premises and will need to
take children out daily. Staff in our setting ensure that there are procedures to keep
children safe on outings; all staff and volunteers are aware of and follow the procedures
below.
EYFS key themes and commitments
A Unique Child Positive
Relationships
Enabling
Environments
Learning and
Development
1.3 Keeping safe
1.4 Health and well-
being
2.2 Parents as
partners
3.3 The learning
environment
4.2 Active learning
Procedures
Parents sign a general consent on registration for their children to be taken to specific
venue used for daily activities.
There is a risk assessment for each venue carried out, which is reviewed regularly.
Parents are always asked to sign specific consent forms before major outings.
A risk assessment is carried out before an outing takes place.
All venue risk assessments are made available for parents on request.
On major outings our adult to child ratio is high, normally one adult to two children,
depending on their age, sensibility and type of venue as well as how it is to be reached.
Named children are assigned to individual staff to ensure each child is individually
supervised, to ensure no child goes astray, and that there is no unauthorised access to
children.
Revision 003/November 2016
Outings are recorded in an outings record book kept in the setting stating:
The date and time of outing.
The venue and mode of transport*
Names of staff assigned to named children.
Time of return.
Staff take a mobile phone on outings, and supplies of tissues, wipes, pants etc as
well as a mini first aid pack, snacks and water. The amount of equipment will vary
and be consistent with the venue and the number of children as well as how long
they will be out for.
Staff take a list of children with them with contact numbers of parents/carers
*vehicles and drivers used for transporting children must be adequately insured.
The above policy was adopted at Chapel Lane Pre-School
Date Reviewed November 2016
Date to be reviewed November 2017
Signed on behalf of the management committee
Name of signatory Lucy Harber
Role of signatory (e.g. chair/owner) Chairperson
Revision 003/November 2016
Safeguarding children
1.9 Maintaining children’s safety and security on premises
Policy statement
We maintain the highest possible security of our premises to ensure that each child is
safely cared for during their time with us. The responsibility for the children by staff
commences when the child and parent/carer enter the setting through the inner doorway
into the hall. Responsibility of the staff ends when the parent/carer leaves through the
inner door with the child.
EYFS key themes and commitments
A Unique Child Positive
Relationships
Enabling
Environments
Learning and
Development
1.3 Keeping safe 2.2 Parents as
partners
Procedures
Children's personal safety
We ensure all employed staff and committee members have been checked for criminal
records by an enhanced disclosure from the Criminal Records Bureau.
All children are supervised by adults at all times.
Whenever children are on the premises at least two adults are present.
We carry out risk assessment to ensure children are not made vulnerable within any part of
our premises, nor by any activity.
Security
Systems are in place for the safe arrival and departure of children.
The children's arrivals and departures are recorded.
The arrival and departure times of adults - staff, volunteers and visitors - are recorded.
Our systems prevent unauthorised access to our premises.
Our systems prevent children from leaving our premises unnoticed.
Revision 003/November 2016
The personal possessions of staff and volunteers are securely stored during sessions.
The above policy was adopted at Chapel Lane Pre-School
Date Reviewed November 2016
Date to be reviewed November 2017
Signed on behalf of the management committee
Name of signatory Lucy Harber
Role of signatory (e.g. chair/owner) Chairperson
Revision 003/November 2016
Safeguarding children
1.10 Making a complaint
Policy statement
Our setting believes that children and parents are entitled to expect courtesy and prompt,
careful attention to their needs and wishes. We welcome suggestions on how to improve
our setting and will give prompt and serious attention to any concerns about the running
of the setting. We anticipate that most concerns will be resolved quickly by an informal
approach to the appropriate member of staff. If this does not achieve the desired result,
we have a set of procedures for dealing with concerns. We aim to bring all concerns about
the running of our setting to a satisfactory conclusion for all of the parties involved.
EYFS key themes and commitments
A Unique Child Positive
Relationships
Enabling
Environments
Learning and
Development
1.2 Inclusive
practice
2.1 Respecting each
other
2.2 Parents as
partners
3.2 Supporting
every child
3.4 The wider
context
Procedures
All settings are required to keep a 'summary log' of all complaints that reach stage two or
beyond. This is to be made available to parents as well as to Ofsted inspectors
Making a complaint
Stage 1
Any parent who has a concern about an aspect of the setting's provision talks over,
first of all, his/her concerns with the manager.
Revision 003/November 2016
Most complaints should be resolved amicably and informally at this stage.
Stage 2
If this does not have a satisfactory outcome, or if the problem recurs, the parent
moves to this stage of the procedure by putting the concerns or complaint in writing to
the manager and the owner or chair of the management committee.
The setting stores written complaints from parents in the child's personal file.
However, if the complaint involves a detailed investigation, the manager may wish to
store all information relating to the investigation in a separate file designated for this
complaint.
When the investigation into the complaint is completed, the manager meets with the
parent to discuss the outcome.
Parents must be informed of the outcome of the investigation within 28 days of
making the complaint.
When the complaint is resolved at this stage, the summative points are logged in the
Complaints Summary Record.
Stage 3
If the parent is not satisfied with the outcome of the investigation, he or she requests
a meeting with the manager and the owner/chair of the management committee. The
parent should have a friend or partner present if required and the leader should have
the support of the chairperson of the management committee, or the
proprietor/senior manager, present.
An agreed written record of the discussion is made as well as any decision or action to
take as a result. All of the parties present at the meeting sign the record and receive a
copy of it.
This signed record signifies that the procedure has concluded. When the complaint is
resolved at this stage, the summative points are logged in the Complaints Summary
Record.
Stage 4
Revision 003/November 2016
If at the stage three meeting the parent and setting cannot reach agreement, an
external mediator is invited to help to settle the complaint. This person should be
acceptable to both parties, listen to both sides and offer advice. A mediator has no
legal powers but can help to define the problem, review the action so far and suggest
further ways in which it might be resolved.
Staff or volunteers within the Pre-school Learning Alliance are appropriate persons to
be invited to act as mediators.
The mediator keeps all discussions confidential. S/he can hold separate meetings with
the setting personnel (manager and owner/chair of the management committee) and
the parent, if this is decided to be helpful. The mediator keeps an agreed written
record of any meetings that are held and of any advice s/he gives.
Stage 5
When the mediator has concluded her/his investigations, a final meeting between the
parent, the manager and the owner/chair of the management committee is held. The
purpose of this meeting is to reach a decision on the action to be taken to deal with
the complaint. The mediator's advice is used to reach this conclusion. The mediator is
present at the meeting if all parties think this will help a decision to be reached.
A record of this meeting, including the decision on the action to be taken, is made.
Everyone present at the meeting signs the record and receives a copy of it. This signed
record signifies that the procedure has concluded.
The role of the Office for Standards in Education, Early Years Directorate (Ofsted) and the
Local Safeguarding Children Board
Parents may approach Ofsted directly at any stage of this complaints procedure. In
addition, where there seems to be a possible breach of the setting's registration
requirements, it is essential to involve Ofsted as the registering and inspection body
with a duty to ensure the Welfare Requirements of the Early Years Foundation Stage
are adhered to.
The number to call Ofsted with regard to a complaint is:
Revision 003/November 2016
0300 123 4666
These details are displayed on our setting's notice board.
If a child appears to be at risk, our setting follows the procedures of the Local
Safeguarding Children Board in our local authority.
In these cases, both the parent and setting are informed and the manager works with
Ofsted or the Local Safeguarding Children Board to ensure a proper investigation of
the complaint, followed by appropriate action.
Records
A record of complaints against our setting and/or the children and/or the adults
working in our setting is kept, including the date, the circumstances of the complaint
and how the complaint was managed.
The outcome of all complaints is recorded in the Summary Complaints Record which is
available for parents and Ofsted inspectors on request.
The above policy was adopted at Chapel Lane Pre-School
Date Reviewed November 2016
Date to be reviewed November 2017
Signed on behalf of the management committee
Name of signatory Lucy Harber
Role of signatory (e.g. chair/owner) Chairperson
Revision 003/November 2016
1.10.1 Whistleblowing
Policy Statement
It is our intention that staff working at Chapel Lane Pre-school feel confident about coming
forward and reporting any issues/concerns that they may have regarding the areas documented
below, whilst remaining protected from any subsequent discrimination.
Our aim is to
Ensure staff understand their responsibilities and feel confident in raising and
reporting any concern at the earliest opportunity
Provide avenues for staff to raise concerns and receive feedback on any action
taken
Ensure that staff receive a response to their concerns and that they are aware of
how to pursue them if they are not satisfied
Reassure staff that they will be protected from possible reprisals or victimisation if
they have made any disclosures in good faith
EYFS key themes and commitments
A Unique Child Positive
Relationships
Enabling
Environments
Learning and
Development
1.3 Keeping Safe
2.1 Respecting each
other
3.4 The wider
context
4.4 Personal, social
and emotional
development
Procedures
What should be reported?
The inappropriate treatment or care of a child
Any breach in the behaviour of manager, staff, student or volunteer
Discrimination of any kind
Concerns that could impact on the health and safety of the children or adults
Methods
Revision 003/November 2016
A concern can be initially raised by any staff member to the manager and/or an
Officer of the Management Committee.
Discuss the nature of the concern together with the background, history of the
concern and provide the relevant dates of incidents.
There is no expectation that staff prove beyond doubt the truth of their suspicion;
however they will need to demonstrate that they are acting in good faith and there
are reasonable grounds for their concern.
All employees will be treated fairly.
Concerns will be dealt with in the following way:
Initial enquiries will be made to decide whether an investigation is appropriate and
if so what form it should take.
The incident will be investigated by the manager and the management Committee
informed of the concern and investigation.
If appropriate it will be referred and put through established Safeguarding children
procedures and may form the subject of an independent inquiry
Within ten working days of a concern being raised, the member of staff will receive
in writing:
o Acknowledgment that the concern has been received
o Information on whether any further investigation will take place and if not,
why not.
Should no further action be taken the member of staff must be advised that they can
appeal this decision by firstly taking the concern to the management committee where it
will be investigated by two members. If the member of staff is still unsatisfied with the
outcome of the management committees investigation they should then, dependent on
the type of concerns, follow the Safeguarding Policy or the Grievance procedures.If there
are any difficulties experienced as a result of raising a concern, support will be offered.
Staff will be kept informed, of the progress and outcome of any investigation to assure
that any disclosure has been properly addressed unless legal reasons determine
otherwise. Confidentiality – will be maintained and every effort will be made not to reveal
a member of staff’s identity if they so wish. If however a member of staff makes an
Revision 003/November 2016
allegation frivolously maliciously or for personal gain, appropriate action, that could
include disciplinary action, may be taken.
Legal framework
The Public Interest Disclosure Act 1998 seeks to protect employees from discrimination as
a result of ‘blowing the whistle’ on their organisation, or individuals within it, through
amendments to employment law.
The above policy was adopted at Chapel Lane Pre-School
Date Reviewed November 2016
Date to be reviewed November 2017
Signed on behalf of the management committee
Name of signatory Lucy Harber
Role of signatory (e.g. chair/owner) Chairperson
Revision 003/November 2016
Safeguarding children
1.10.2 Social Networking
Policy Statement
The Social networking policy applies to all employees of Chapel Lane Pre School.
Social media, professional networking sites, rapid-fire communications, blog sites and
personal websites are useful technologies. Every employee has the opportunity to
express and communicate on line in many ways.
Chapel Lane Pre School does not discourage an on line presence, but stresses that each
staff member must not make any reference to Chapel Lane Pre School in line with the
confidentiality policy and agreement form signed by all staff.
The policy includes (but is not limited to) the following technologies:
Personal Blogs MySpace
Twitter Personal Websites
Facebook Digg
EYFS key themes and commitments
A Unique Child Positive
Relationships
Enabling
Environments
Learning and
Development
1.3 Keeping safe
2.1 Respecting each
other
3.4 The wider
context
4.4 Personal, social
and emotional
development
Procedures
At no time must a post be made in reference to any children, parent or other
professional an employee comes into contact with through work
No photographs or materials should be published identifying the setting or
children
Any picture of another staff member may only be used with the express
permission of the staff member concerned
Any member of staff found to be posting remarks or comments that breach
confidentiality and/or are deemed to be of a detrimental nature to Chapel Lane
Revision 003/November 2016
Pre School or its employees may face disciplinary action in line with disciplinary
procedures.
Any member of staff found to be posting or publishing photographs of the setting,
children or another staff member unless staff permission has been gained may face
disciplinary action in line with disciplinary procedures.
Guidelines in social networking practices
Staffs are encouraged to follow the practices shown below:
Remember no information sent over the internet is totally secure and therefore if
you do not wish for the information to become public, refrain from using a social
networking site
Even though you may consider that you are anonymous or are using an alias you
may be recognized
Maintain professionalism, honesty and respect
Apply a good judgment test when relating to Chapel Lane Pre School:
o Could you be guilty of leaking information or discussing confidential
information
o Is it negative commentary regarding Chapel Lane Pre School or an
employee
Activity showing good judgment would include:
o Statements of fact about Chapel Lane Pre School
o Facts that are already public information
o Details that are available on Chapel Lane Pre Schools website
If any employee becomes aware of a social networking activity that could be deemed
distasteful or damaging to Chapel Lane Pre School contact the Manager or Chairperson.
Use of company assets
Revision 003/November 2016
The use of company assets (Computers, Internet, Email etc) is intended for purposes
relevant to the responsibilities assigned to each employee. Social networking sites are not
deemed a requirement for the most positions.
The above policy was adopted at Chapel Lane Pre-School
Date Reviewed November 2016
Date to be reviewed November 2017
Signed on behalf of the management committee
Name of signatory Lucy Harber
Role of signatory (e.g. chair/owner) Chairperson
Revision 003/November 2016
Safeguarding Children
1.10.3 Mobile Phones
Policy Statement
To ensure the safety and welfare of children in our care we operate a personal mobile
phone usage policy, which stipulates the procedures to be followed when children are on
the premises.
The Mobile Phone policy applies to all staff members and any visitors of Chapel Lane Pre
School.
EYFS key themes and commitments
A Unique Child Positive
Relationships
Enabling
Environments
Learning and
Development
1.3 Keeping safe
2.1 Respecting each
other
3.4 The wider
context
4.4 Personal, social
and emotional
development
Procedures
Members of staff must keep their mobile phones in the office with their personal
belongings at all times while children are in the setting
Staff mobile phones may be left on, however personal telephone calls may only be
made or received with the prior consent of the Manager or Supervisor. In the case
of an emergency staff can receive calls on the Pre Schools landline
When on an outing with Chapel Lane Pre School the Manager will hold a mobile
phone to be used in the case of an emergency
Visitors to Chapel Lane Pre School must leave their mobile phones in the kitchen or
in the office
Visitors can accept telephone calls on their mobile phones while in the setting.
Calls must be taken in the kitchen and kept to a minimum to avoid disruption
At no time must the camera on a mobile phone be used to take photographs
Revision 003/November 2016
The above policy was adopted at Chapel Lane Pre-School
Date Reviewed November 2016
Date to be reviewed November 2017
Signed on behalf of the management committee
Name of signatory Lucy Harber
Role of signatory (e.g. chair/owner) Chairperson
Revision 003/November 2016
Safeguarding children
1.10.4 Visitors to the setting
Policy Statement
It is our primary concern to maintain a high level of safety and comfort for the children at
Chapel Lane Pre-school. When receiving visitors we aim to ensure any disruption to the
children is kept to a minimum and they remain our priority.
EYFS key themes and commitments
A Unique Child Positive
Relationships
Enabling
Environments
Learning and
Development
1.3 Keeping safe 2.1 Respecting each
other
2.2 Parents as
partners
3.4 The wider
context
4.4 Personal, social
and emotional
development
Procedures
Visitors must sign the visitors book with the date, time of arrival/departure, name
and purpose of visit.
Visitors will be advised by staff that they are not allowed to use their mobile
phones whilst in the pre-school.
Visitors will be shown the ‘safeguarding guideline’ if there are children on the
premises.
All visitors must show identification if appropriate.
The identity of any unknown or unannounced visitors must be checked before they
are permitted to enter the setting.
Visitors must be supervised by a member of staff at all times.
No visitor will be left alone with the children at any time or accompany children to
the toilet.
Revision 003/November 2016
Where possible visits will be made in advance by appointment.
Prospective children and parents are welcomed to visit the pre-school.
We have the right to refuse an individual entry to the setting and will do so if we
are unsure or the purpose of their visit
The above policy was adopted at Chapel Lane Pre-School
Date Reviewed November 2016
Date to be reviewed November 2017
Signed on behalf of the management committee
Name of signatory Lucy Harber
Role of signatory (e.g. chair/owner) Chairperson
Revision 003/November 2016
Safeguarding children
1.10.5 E-Safety Policy
Policy statement
In today’s society, children, young people and adults interact with technologies such as
mobile phones, games consoles and the Internet on a daily basis and experience a wide
range of opportunities, attitudes and situations. The exchange of ideas, social interaction
and learning opportunities involved are greatly beneficial to all, but can occasionally place
children, young people and adults in danger.
E-Safety covers issues relating to children and young people as well as adults and their safe
use of the Internet, mobile phones and other electronic communications technologies, both
in and out of pre-school. It includes education for all members of the school community on
risks and responsibilities and is part of the ‘duty of care’ which applies to everyone working
with children.
Internet use at Pre-school
The Internet is a part of everyday life for education, business and social interaction and is
therefore a necessary tool for learning. We use the internet at Pre-school for two reasons:
● For administration, staffing and educational research purposes. The pre-school computer
has access to the internet but is only used by the Pre-school Head, Pre-school Assistants and
Administrator. None of the children ever have access to this computer. It is password
protected.
● Pre-school iPads are primarily for adult use. On occasions children may use them in a
group activity with an adult to use a ‘learning app’ or view their learning journey.
Benefits of using the Internet at pre-school include:
● professional development for staff through access to national developments, educational
materials and effective curriculum practice;
● collaboration across networks of pre-schools, support services and professional
associations;
● improved access to technical support including remote management of networks and
automatic system updates;
● exchange of curriculum and administration data with WBC.
● access to learning wherever and whenever convenient.
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Information systems security
● The security of the pre-school information systems and users will be reviewed regularly.
● Virus protection will be updated regularly.
● Files held on the school’s network will be regularly checked.
● The use of user login and password to access the preschool file systems will be enforced.
Management of Email
● Staff will only use official pre-school provided email accounts to communicate with
parents/carers.
● Staff should not use personal e-mail accounts during school hours or for professional
purposes.
Management of the Pre-school Internet Site
● The preschool website is managed by our administrator overseen by the committee and
manager.
● The pre-school administrator is responsible for updating the website.
● The pre-school manager and chair of committee takes overall editorial responsibility for
online content published by the pre-school and will ensure that content published is
accurate and appropriate.
● The contact details on the website are the school address, email and telephone number.
● Staff or pupils’ personal information are not published.
Use of Photo’s online
● Images that include pupils will be selected carefully and will not provide material that
could be reused.
● Pupils’ full names will not be used anywhere on the website, particularly in association
with photographs.
● Written permission from parents or carers will be obtained before images of pupils are
electronically published.
● Pupils work can only be published with permission from the parents.
● Written consent will be kept by the school where pupils’ images are used for publicity
purposes, until the image is no longer in use. Please also refer to our Use of Mobile Phones
and Camera Policy for more information.
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Protection of Personal Data
● The quantity and variety of data held on pupils, families and on staff is expanding quickly.
While this data can be very useful in improving services, data could be mishandled, stolen
or misused.
● Personal data will be recorded, processed, transferred and made available according to
the Data Protection Act 1998.
● Please refer to our Record Keeping Policy for more information.
This policy needs to be read alongside the following policies:
Mobile Phones
Social Media
Safeguarding
The above policy was adopted at Chapel Lane Pre-School
Date Reviewed November 2016
Date to be reviewed November 2017
Signed on behalf of the management committee
Name of signatory Lucy Harber
Role of signatory (e.g. chair/owner) Chairperson
Revision 003/November 2016
Safeguarding children
1.10.6 Preventing Extremism and Radicalisation Policy
Policy statement
Chapel Lane Preschool is committed to providing a secure environment for children,
where they feel safe and are kept safe. All adults in our setting recognise that
safeguarding is everyone’s responsibility irrespective of the role they undertake or
whether their role has direct contact or responsibility for children or not.
In adhering to this policy, all staff, including visiting staff, volunteers, students on
placement and visitors will contribute to our setting’s delivery of the outcomes for all
children, as set out in s10 (2) of the Children Act 20041.
This Preventing Extremism and Radicalisation Safeguarding Policy is one element within
the
overall arrangements to Safeguard and Promote the Welfare of all Children in line with
our statutory duties set out in Ofsted’s Common Inspection Framework, 2015, Inspecting
safeguarding in early years, education and skills from September 2015, Safeguarding
children and young people and young vulnerable adults’ policy, July 2015 and Statutory
framework for the early years’ foundation stage, 2014.
Our setting’s Preventing Extremism and Radicalisation Policy also draws upon:
Keeping Children Safe in Education, 2014, DfE
Counter-terrorism and Security Act, 2015
Guidance to the Prevent Duty, DfE
Protecting children from radicalisation: the prevent duty; July 2015
Prevent: Resources Guide, DfE
Social Media Guidance, July 2015,
Tackling Extremism in the UK, DfE
Equality Act 2010 and guidance on its implementation
Peter Clarke’s Report into allegations concerning Birmingham schools, July 2014.
Revision 003/November 2016
Ethos and Practice
When adhering to this policy we use the following accepted Governmental definition of
extremism which is:
‘Vocal or active opposition to fundamental British values, including democracy, the rule
of law, individual liberty and mutual respect and tolerance of different faiths and beliefs;
and/or calls for the death of members of our armed forces, whether in this country or
overseas’.
There is no place for extremist views of any kind in our setting, whether from internal
sources –children, staff or management, or external sources - school community,
external agencies or individuals. The children see our setting as a safe place where
they can ask questions about the world and where our staff encourage and facilitate
these opportunities.
As a setting we recognise that extremism and exposure to extremist materials and
influences can lead to poor outcomes for children and so should be addressed as a
safeguarding concern as set out in this policy. We also recognise that if we fail to
challenge extremist views, we are failing to protect our children.
We aim to provide a broad and balanced early years curriculum, delivered by skilled
professionals, so that our children understand and become tolerant of difference and
diversity and also to ensure that they thrive and feel valued and respected as
individuals.
Children can be exposed to extremist influences or prejudiced views from an early age
which originate from a variety of sources and media, including via the internet. There
may be times when children may reflect or display views that may be discriminatory,
prejudiced or extremist, including using derogatory language.
Any prejudice, discrimination or extremist views, including derogatory language,
displayed by children or staff will always be challenged and where appropriate
supported through discussion with children and their families and the Code of Conduct
for staff.
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Where misconduct by a member of staff is proven the matter will be referred to the
Local Authority.
As part of wider safeguarding responsibilities setting staff will be alert to:
Disclosures by children of their exposure to the extremist actions, views or
materials of others outside of the setting, such as in their homes or community
groups.
Graffiti symbols, writing or art work promoting extremist messages or images
Children exposed to extremist material online, including through social networking
sites
Parental reports of changes in behaviour, friendship or actions and requests for
assistance
Local authority services, and police reports of issues affecting children in other
schools or settings
Use of extremist or ‘hate’ terms to exclude others or incite violence
Intolerance of difference, whether secular or religious or, in line with our equalities
policy, views based on, but not exclusive to, gender, disability, homophobia, race,
colour or culture
Our setting will closely follow any locally agreed procedure as set out by the Local
Authority and /or the Safeguarding Children Board’s agreed processes and criteria
for safeguarding individuals vulnerable to extremism and radicalisation.
Teaching Approaches
We will ensure our teaching approaches help children to build resilience to
extremism and give them a positive sense of identity through Personal, Social and
Emotional development and the promotion of critical thinking. We will aim to
ensure that all our staff are equipped to recognise extremism and are skilled and
confident enough to challenge it in a way appropriate to the child’s age and level
of development.
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We will facilitate a ‘safe place’ for children to speak confidently and openly about
any worries or concerns they may have concerning their safety and will equip our
children with the appropriate skills to become self-assured young people.
This approach will be embedded within the ethos of our setting so that children
know and understand what safe and acceptable behaviour is in the context of
extremism and radicalisation. Our goal is to build mutual respect and
understanding and to promote the use of dialogue not violence as a form of
conflict resolution.
We will work with local partners, families and communities in our efforts to ensure
our setting understands and embraces our local context and values in challenging
extremist views and to assist in the broadening of children’s experiences. We will
help support children who may be vulnerable to such influences as part of our
wider safeguarding responsibilities and in such instances seek external support
from the Local Authority and/or local partnership structures working to prevent
extremism.
At our setting we will promote the values of democracy, the rules of law, individual
liberty, mutual respect and tolerance for those with different faiths and beliefs. We
will teach and encourage children to respect one another and to respect and
tolerate difference, especially those of a different faith or no faith.
Whistle Blowing
Where there are concerns of extremism or radicalisation children and staff will be
encouraged to make use of our internal systems to Whistle Blow or raise any issue in
confidence. Please refer to our setting’s Whistle Blowing Policy.
Safeguarding
Staff at our setting will be alert to the fact that whilst extremism and radicalisation is
broadly a safeguarding issue there may be some instances where a child or children
Revision 003/November 2016
may be at direct risk of harm or neglect. For example; staff may be aware of
information about a child’s family related to extremism that may place a child at risk of
harm Therefore all adults working in our setting (including visiting staff, volunteers’
contractors, and students on placement) are required to report instances where they
believe a child may be at risk of harm or neglect to the Lead Safeguarding Practitioner
or setting Manager.
Role of the Lead Safeguarding Practitioner
The Lead Safeguarding Practitioner is: Libby Fothergill
In line with Recommendation 2 of Peter Clarke’s Report; in Chapel Lane Preschool the role
of the Lead Safeguarding Practitioner will be extended, at the appropriate time, to include
the responsibilities of the PREVENT strand of the Government’s counter-terrorism
strategy.
Training
Training on Safeguarding and Child Protection will be organised for staff and
management at least every three years and will comply with the prevailing
arrangements agreed by the Local Authority and the Safeguarding Children Board and
will, in part, include training on extremism and radicalisation and its safeguarding
implications.
The Lead Safeguarding Practitioner will attend training courses as necessary and the
appropriate inter-agency training organised by the Safeguarding Children Board at
least safeguarding implications.
Recruitment
The arrangements for recruiting all staff, permanent and volunteers will follow LA
guidance for safer recruitment best practice in education settings, including, but not
limited to, ensuring that DBS checks are always made at the appropriate level, that
references are always received and checked and that we complete and maintain a
single central record of such vetting checks.
Revision 003/November 2016
Safer recruitment best practice principles and sound employment practice will be
applied and in doing so will deny opportunities for inappropriate recruitment or
advancement. We will be alert to the possibility that persons may seek to gain
positions within our setting so as to unduly influence our setting’s character and ethos.
We are aware that such persons seek to limit the opportunities for our children
thereby rendering them vulnerable to extremist views and radicalisation as a
consequence.
By adhering to safer recruitment best practice techniques and by ensuring that there is
an ongoing culture of vigilance within our setting and staff team we will minimise the
opportunities for extremist views to prevail.
Policy Adoption, Monitoring and Review
This policy was considered and adopted by Chapel Lane Preschool in line with their overall
duty to safeguard and promote the welfare of children as set out in the DFEE guidance
‘Keeping Children Safe in Education’
Parents will be issued with a hard copy of this policy on request. This policy will also be
made available to parents via the setting website. The effectiveness of this policy will be
evaluated by monitoring the staff group’s understanding and application of the
procedures within this policy as their overall duty to safeguard children.
The above policy was adopted at Chapel Lane Pre-School
Date Reviewed November 2016
Date to be reviewed November 2017
Signed on behalf of the management committee
Name of signatory Lucy Harber
Role of signatory (e.g. chair/owner) Chairperson
Revision 003/November 2016
Equality of opportunity
1.11 Valuing diversity and promoting equality
Policy statement
We will ensure that our service is fully inclusive in meeting the needs of all children,
particularly those that arise from their ethnic heritage, social and economic background,
gender, ability or disability. Our setting is committed to anti-discriminatory practice to
promote equality of opportunity and valuing diversity for all children and families. We aim
to:
provide a secure and accessible environment in which all our children can flourish and
in which all contributions are considered and valued;
include and value the contribution of all families to our understanding of equality and
diversity;
provide positive non-stereotyping information about gender roles, diverse ethnic and
cultural groups and disabled people;
Apply our knowledge and understanding of issues of anti-discriminatory practice,
promoting equality and valuing diversity; make inclusion a thread that runs through all
of the activities of the setting.
Ensure all activities are inclusive for all children’s abilities and needs
EYFS key themes and commitments
A Unique Child Positive
Relationships
Enabling
Environments
Learning and
Development
1.2 Inclusive
practice
1.3 Keeping safe
2.1 Respecting each
other
2.2 Parents as
partners
2.3 Supporting
learning
2.4 Key person
3.2 Supporting
every child
3.4 The wider
context
4.4 Areas of
learning and
development
Revision 003/November 2016
Procedures
Admissions
Our setting is open to all members of the community.
We advertise our service widely.
We reflect the diversity of our society in our publicity and promotional materials.
We provide information in clear, concise language, whether in spoken or written form.
We base our admissions policy on a fair system.
We ensure that all parents are made aware of our equal opportunities policy.
We do not discriminate against a child or their family, or prevent entry to our setting,
on the basis of colour, ethnicity, religion or social background, the travelling
community or an asylum seeker.
We do not refuse a child entry or discriminate against a child relating to a disability
We develop an action care plan to ensure that people with disabilities can participate
successfully in the services offered by the setting and in the curriculum offered.
We take action against any discriminatory behaviour by staff or parents. Displaying of
openly discriminatory and possibly offensive materials, name calling, or threatening
behaviour are unacceptable on or around the premises and will be dealt with in the
strongest manner.
Employment
Posts are advertised and all applicants are judged against explicit and fair criteria.
Applicants are welcome from all backgrounds and posts are open to all.
We may use the exemption clauses in relevant legislation to enable the service to best
meet the needs of the community.
The applicant who best meets the criteria is offered the post, subject to references
and checks by the Criminal Records Bureau. This ensures fairness in the selection
process.
All job descriptions include a commitment to promoting equality and recognising and
respecting diversity as part of their specifications.
We monitor our application process to ensure that it is fair and accessible.
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Training
We seek out training opportunities for staff and volunteers to enable them to develop
anti-discriminatory and inclusive practices, which enable all children to flourish.
We ensure that staff are confident and fully trained in administering relevant
medicines and performing invasive care procedures when these are required.
We review our practices to ensure that we are fully implementing our policy for
promoting equality, valuing diversity and inclusion.
Curriculum
The curriculum offered in the setting encourages children to develop positive attitudes
about themselves as well as equality and diversity of others. It encourages children to
empathise and to begin to develop their personal, social and emotional development.
Our environment is as accessible as possible for all visitors and service users. If access to
the settings is found to treat disabled children or adults less favourably then we make
reasonable adjustments to accommodate the needs of disabled children and adults. We
do this by:
making children feel valued and positive about themselves;
ensuring that children have equality of access to learning.
undertaking an access audit to establish if the setting is accessible to all children;
Making adjustments to the environment and resources to accommodate a wide range
of learning, physical and sensory impairments.
Making appropriate provision within the curriculum to ensure each child receives the
widest possible opportunity to develop their skills, abilities, interests and
independence.
Positively reflecting the widest possible range of communities in the choice of
resources.
Avoiding stereotypes or derogatory images in the selection of books or other visual
materials.
celebrating festivals of individual children.
Creating an environment of mutual respect and tolerance.
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Helping children to understand that discriminatory behaviour and remarks are hurtful
and unacceptable.
Ensuring that the curriculum offered is inclusive of children with special educational
needs and children with disabilities.
Ensuring that children learning English as an additional language have full access to the
curriculum and are supported in their learning.
Ensuring that children speaking languages other than English are supported in the
maintenance and development of their home languages.
Valuing diversity in families
We welcome the diversity of family lifestyles and work with all families.
We encourage children to contribute stories of their everyday life to the setting.
We encourage parents/carers to take part in the life of the setting and to contribute
when able.
For families who speak languages in addition to English, we will develop means to
ensure their full inclusion.
We offer a flexible payment system for families of differing means and offer
information regarding sources of financial support.
Food
We work in partnership with parents to ensure that the medical, cultural and dietary
needs of children are met.
We help children to learn about a range of food, and of cultural approaches to
mealtimes and eating, and to respect the differences among them.
Monitoring and reviewing
To ensure our policies and procedures remain effective we will monitor and review
them annually to ensure our strategies meet the overall aims to promote equality,
inclusion and valuing diversity.
We provide a complaints procedure and a complaints summary record for parents to
see.
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Legal framework
The Equality Act 2006
Disability Discrimination Act (DDA) 1995, 2005
Race Relations Act 1976
Race Relations Amendment Act 2000
Sex Discrimination Act 1976,1986
Children Act 1989, 2004
Special Educational Needs and Disability Act 2001
The above policy was adopted at Chapel Lane Pre-School
Date Reviewed November 2016
Reviewed By Jane Andrews
Signed on behalf of the management committee
Name of signatory Lucy Harber
Role of signatory (e.g. chair/owner) Chairperson
Revision 003/November 2016
Equality of opportunity
1.12 Supporting children with special educational needs
Policy statement
We provide an environment in which all children, including those with special educational
needs, are supported to reach their full potential.
We have regard for the DfES Special Educational Needs Code of Practice (2001).
We have regard for the SEND code of practice: 0-25years (2014)
We ensure our provision is inclusive to all children with special educational needs.
We support parents and children with special educational needs (SEN).
We identify the specific needs of children with special educational needs and meet
those needs through a range of SEN strategies.
We work in partnership with parents and other agencies in meeting individual
children's needs.
We monitor and review our policy, practice and provision and, if necessary, make
adjustments.
EYFS key themes and commitments
A Unique Child Positive
Relationships
Enabling
Environments
Learning and
Development
1.1 Child
development
1.2 Inclusive
practice
1.4 Health and well-
being
2.1 Respecting each
other
2.2 Parents as
partners
2.3 Supporting
learning
2.4 Key person
3.2 Supporting
every child
3.3 The learning
environment
3.4 The wider
context
4.1 Play and
exploration
4.2 Active learning
4.3 Creativity and
critical thinking
Revision 003/November 2016
Procedures
We designate a member of staff to be the Special Educational Needs Co-ordinator
(SENCO) and give his/her name to parents. Our SENCO is
Jane Andrews
We ensure that the provision for children with special educational needs is the
responsibility of all members of the setting.
We ensure that our inclusive admissions practice ensures equality of access and
opportunity.
We use the graduated response system for identifying, assessing and responding to
children's special educational needs.
We raise awareness of any specialism the setting has to offer in our local offer.
We have a system in place to give parents extra support by referring them to
Children’s and Young People Integrated Therapies Toolkit CYIPP for information and
advice and SENDIASS – Special educational needs and disability information advice and
support
We have the support of an early year’s inclusion advisor linked to our preschool.
We support the transition of SEN children into and out of our preschool to other
settings through meetings and careful planning.
We work closely with parents of children with special educational needs to create and
maintain a positive partnership.
We ensure that parents are informed at all stages of the assessment, planning,
provision and review of their children's education.
We provide parents with information on sources of independent advice and support.
We liaise with other professionals involved with children with special educational
needs and their families, including transfer arrangements to other settings and
schools.
We provide a broad, balanced and differentiated curriculum for all children with
special educational needs.
We use a system of planning, implementing, monitoring, evaluating and reviewing
individual learning plans (ILPs) for children with special educational needs.
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We ensure that children with special educational needs are appropriately involved at
all stages of the graduated response, taking into account their levels of ability.
We have systems in place for supporting children during Early Years Action, Early Years
Action Plus, Statutory Assessment and the Statementing process.
We use a system for keeping records of the assessment, planning, provision and
review for children with special educational needs.
We provide resources to implement our Special Educational Needs Policy.
We provide in-service training for our practitioners to support additional needs.
We raise awareness of any specialism the setting has to offer, e.g. Makaton trained
staff.
We ensure the effectiveness of our special educational needs provision by collecting
information from a range of sources e.g. Individual Education Plan reviews, staff and
management meetings, parental and external agency's views, inspections and
complaints. This information is collated, evaluated and reviewed annually.
We provide a complaints procedure.
We monitor and review our policy annually.
The above policy was adopted at Chapel Lane Pre-School
Date Reviewed November 2016
Reviewed By Jane Andrews
Signed on behalf of the management committee
Name of signatory Lucy Harber
Role of signatory (e.g. chair/owner) Chairperson
Revision 003/November 2016
Equality of opportunity
1.13 Achieving positive behaviour
Policy statement
Our setting believes that children develop best when their personal, social and emotional
needs are met and where there are clear routines and boundaries for which to encourage
positive behaviour in a secure, stimulating environment
Children need to learn to consider the views and feelings, needs and rights, of others and
the impact that their behaviour has on people, places and objects. This is developed
through support, encouragement, teaching and being a good role model. We achieve
positive and considerate behaviour through personal, social and emotional development
EYFS key themes and commitments
A Unique Child Positive
Relationships
Enabling
Environments
Learning and
Development
1.1 Child
development
1.2 Inclusive
practice
1.3 Keeping safe
2.2 Parents as
partners
2.3 Supporting
learning
3.2 Supporting
every child
3.3 The learning
environment
4.4 Personal, social
and emotional
development
Procedures
We have a named person Libby Fothergill who has overall responsibility for our
programme for supporting personal, social and emotional development, including issues
concerning behaviour.
We require the named person to:
keep her/himself up-to-date with legislation, research and thinking on promoting
positive behaviour and on handling children's behaviour where it may require
additional support;
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access relevant sources of expertise on promoting positive behaviour within the
programme for supporting personal, social and emotional development ; and
check that all staff have relevant in-service training on promoting positive
behaviour
We recognise that codes for interacting with other people vary between cultures and
require staff to be aware of - and respect - those used by members of the setting.
We require all staff, volunteers and students to provide a positive model of behaviour
by treating children, parents and one another with friendliness, care and courtesy.
We familiarise new staff and volunteers with the setting's behaviour policy and its
guidelines for behaviour.
We expect all members of our setting - children, parents, staff, volunteers and
students - to keep to the guidelines, requiring these to be applied consistently.
We work in partnership with children's parents. Parents are regularly informed about
their children's behaviour. We work with parents to address recurring behaviour,
using our ABC observation records to help us to understand the cause and to decide
jointly how to respond appropriately.
Strategies with children who engage in inconsiderate behaviour
We require all staff, volunteers and students to consistently use positive strategies for
handling any inappropriate behaviour, by helping children find solutions in ways which
are appropriate for the children's ages and stages of development.
We acknowledge positive behaviour such as kindness and willingness to share.
We support each child in developing self-esteem, confidence and feelings of
competence.
We support each child in developing a sense of belonging in our group, so that they
feel valued and welcome.
We avoid creating situations in which children receive adult attention only in return
for inappropriate behaviour, but support these actions to encourage positive and
acceptable behaviour
We help young children develop pro-social behaviour, such as resolving conflict.
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We support social skills through modelling behaviour, through activities, drama and
stories. We build self-esteem and confidence in children, recognising their emotional
needs through building safe and secure relationships
Hurtful behaviour
We take hurtful behaviour very seriously. Most children under the age of five will at some
stage hurt or say something hurtful to another child, especially if their emotions are high
at the time. For children under five, hurtful behaviour is momentary, spontaneous and
often without cognisance of the feelings of the person whom they have hurt.
We recognise that young children behave in hurtful ways towards others because they
have not yet developed the means to manage intense feelings that sometimes
overwhelm them.
We will help them manage these feelings according to individual understanding and
age
Our way of responding to pre-verbal children is to calm them through holding and
cuddling. Verbal children will also respond to cuddling to calm them down, but we
offer them an explanation and discuss the incident with them to their level of
understanding.
When hurtful behaviour occurs we may use strategies such as removing them from
the group or activity, use of a sand timer as appropriate to allow ‘calming down’ time
and sitting with an adult for ‘thinking time’. Strategies will be chosen depending on
the needs and emotional development of the chid and the nature of the behaviour.
We use physical restraint as a last measure, such as holding, only to prevent physical
injury to children or adults and/or serious damage to property. Details of such an
event (what happened, what action was taken and by whom, and the names of
witnesses) are brought to the attention of our manager and are recorded in the child’s
personal file. The child’s parent is informed on the same day.
When hurtful behaviour becomes problematic, we work with parents to identify the
cause and find a solution together using stratergies.
If necessary we use the Code of Practice to support the child and family, making the
appropriate referrals to a EYIA Behaviour Support Team where necessary.
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Children under three years
When children under three behave in inconsiderate ways we recognise that strategies
for supporting them will need to be developmentally appropriate and differ from
those for older children.
We recognise that babies and very young children are unable to regulate their own
emotions, such as fear, anger or distress, and require sensitive adults to help them do
this.
Common inconsiderate or hurtful behaviours of young children include tantrums,
biting or fighting. Staff are calm and patient, offering comfort to intense emotions,
helping children to manage their feelings and talk about them to help resolve issues
and promote understanding.
If tantrums, biting or fighting are frequent, we try to find out the underlying cause -
such as a change within their home life, or frequent change of carers. Sometimes a
child has not settled in well and the behaviour may be the result of ‘separation
anxiety’.
We build on secure positive relationships between child and adults and allocate a key
person to each child.
Rough and tumble play and fantasy aggression
Young children often engage in play that has aggressive themes – such as superhero and
weapon play; some children appear pre-occupied with these themes, but their behaviour
is not necessarily a precursor to hurtful behaviour or bullying, although it may be
inconsiderate at times and may need addressing using strategies as above.
We recognise that teasing and rough and tumble play are normal for young children
and acceptable within limits. We regard these kinds of play as pro-social and not as
problematic or aggressive.
We will develop strategies to contain play that are agreed with the children, and
understood by them, with acceptable behavioural boundaries to ensure children are
not hurt.
We are able to tune in to the content of the play, perhaps to suggest alternative
strategies for heroes and heroines, making the most of ‘teachable moments’ to
Revision 003/November 2016
encourage empathy and lateral thinking to explore alternative scenarios and strategies
for conflict resolution.
The above policy was adopted at Chapel Lane Pre-School
Date Reviewed November 2016
Reviewed By Jane Andrews
Signed on behalf of the management committee
Name of signatory Lucy Harber
Role of signatory (e.g. chair/owner) Chairperson
Revision 003/November 2016
Promoting health and hygiene
1.14 Animals in the setting
Policy Statement
Children learn about the natural world, its animals and other living creatures, as part of
the Early Years Foundation Stage curriculum. This may include contact with animals, or
other living creatures, either in the setting or in visits. We aim to ensure that this is in
accordance with sensible hygiene and safety controls.
EYFS key themes and commitments
A Unique Child Positive
Relationships
Enabling
Environments
Learning and
Development
1.4 Health and well-
being
2.3 Supporting
learning
3.3 The learning
environment
4.1 Play and
exploration
4.4 Knowledge and
understanding
of the world
Procedures
Animals in the setting as pets
If animals or creatures are brought in by visitors to show the children they are the
responsibility of the owner.
The owner and manager discuss the visit and carry out a risk assessment, detailing
how the animal or creature is to be handled and how any safety or hygiene issues will
be addressed.
Visits to farms
Before a visit to a farm a risk assessment is carried out - this may take account of
safety factors listed in the farm’s own risk assessment which should be viewed.
Revision 003/November 2016
The outings procedure is followed.
Children wash their hands after contact with animals.
Outdoor footwear worn to visit farms are cleaned of mud and debris and should not
be worn indoors.
Confirm if any children have any allergies
Legal framework
The Management of Health and Safety at Work Regulations 1999
www.opsi.gov.uk/SI/si1999/19993242.htm
Further guidance
Health and Safety Regulation…a short guide (HSE 2003)
www.hse.gov.uk/pubns/hsc13.pdf
The above policy was adopted at Chapel Lane Pre-School
Date Reviewed November 2016
Reviewed By Jane Andrews
Signed on behalf of the management committee
Name of signatory Lucy Harber
Role of signatory (e.g. chair/owner) Chairperson
Revision 003/November 2016
Promoting health and hygiene
1.15 Administering medicines
Policy statement
While it is not our policy to care for sick children, who should be at home until they are well
enough to return to the setting, we will agree to administer medication as part of
maintaining their health and well-being or when they are recovering from an illness.
In many cases, it is possible for children’s GP’s to prescribe medicine that can be taken at
home in the morning and evening. As far as possible, administering medicines will only be
done where it would be detrimental to the child’s health if not given in the setting.
These procedures are written in line with current guidance in ‘Managing Medicines in
Schools and Early Years Settings; the manager is responsible for ensuring all staff
understand and follow these procedures.
All staff are responsible for the correct administration of medication to children.
This includes ensuring that parent consent forms have been completed, that medicines are
stored correctly and that records are kept according to procedures. The manager is
responsible for the overseeing of administering medication
EYFS key themes and commitments
A Unique Child Positive
Relationships
Enabling
Environments
Learning and
Development
1.4 Health and well-
being
2.2 Parents as
partners
2.4 Key person
3.2 Supporting
every child
Procedures
Children taking any medication must be well enough to attend the setting.
Prescribed medication is administered. It must be in-date and prescribed for the
current condition with dosage information on the medication
Revision 003/November 2016
Only the dose specified on the medication will be given
Children's prescribed medicines are stored in their original containers, are clearly
labelled by the pharmacy and are inaccessible to the children.
Parents give prior written permission for the administration of medication. The staff
receiving the medication must ask the parent to sign a consent form stating the
following information. No medication may be given without these details being
provided:
full name of child and date of birth;
name of medication and strength;
who prescribed it;
dosage to be given in the setting;
how the medication should be stored and expiry date;
any possible side effects that may be expected should be noted; and
signature, printed name of parent and date
where applicable the serial number on the medication must match the serial
number on the box
The administration is recorded accurately each time it is given and is signed by staff
Parent to sign medicine administration form when staff are informed of any
medication which has been administered at home
Storage of medicines
All medication is stored safely in a secure cupboard or refrigerated. Where the
cupboard or refrigerator is not used solely for storing medicines, they are kept in a
marked plastic box.
Staff are responsible for ensuring medicine is handed back at the end of the day to the
parent.
For some conditions, medication may be kept in the setting. Staff to check that any
medication held to administer on an as and when required basis, or on a regular basis,
is in date and returns any out-of-date medication back to the parent.
If the administration of prescribed medication requires medical knowledge, individual
training is provided for all members of staff by a health professional.
Revision 003/November 2016
No child may self-administer. Where children are capable of understanding when they
need medication, for example with asthma, they should be encouraged to tell a
member of staff what they need. However, this does not replace staff vigilance in
knowing and responding when a child requires medication.
Children who have long term medical conditions and who may require on ongoing
medication
A health care plan for the child is drawn up with the parent; outlining the key person’s
role and what information must be shared with other staff who care for the child.
The health care plan should include the measures to be taken in an emergency.
The health care plan is reviewed every six months or more if necessary. This includes
reviewing the medication, e.g. changes to the medication or the dosage, any side
effects noted etc.
Parents receive a copy of the health care plan and each contributor, including the
parent, signs it.
Managing medicines on trips and outings
If children are going on outings, staff accompanying the children must include the key
person for the child with a risk assessment, or another member of staff who is fully
informed about the child’s needs and/or medication.
Medication for a child is taken in a sealed plastic box clearly labelled with the child’s
name, name of the medication, Inside the box is a copy of the consent form and a card
to record when it has been given, with the details as given above.
If a child on medication has to be taken to hospital, the child’s medication is taken in a
sealed plastic box clearly labelled with the child’s name, name of the medication.
Inside the box is a copy of the consent form signed by the parent.
As a precaution, children should not eat when travelling in vehicles
This procedure is read alongside the outings procedure.
Legal framework
Medicines Act (1968)
Further guidance
Revision 003/November 2016
Managing Medicines in Schools and Early Years Settings (DfES 2005)
http://publications.teachernet.gov.uk/eOrderingDownload/1448-2005PDF-EN-02.pdf
The above policy was adopted at Chapel Lane Pre-School
Date Reviewed November 2016
Reviewed By Jane Andrews
Signed on behalf of the management committee
Name of signatory Lucy Harber
Role of signatory (e.g. chair/owner) Chairperson
Revision 003/November 2016
Promoting health and hygiene
1.16 Managing children with allergies, or who are sick or infectious
(Including reporting notifiable diseases)
Policy statement
We provide care for healthy children and promote health through identifying allergies and
preventing contact with the allergenic substance and through preventing cross infection of
viruses and bacterial infections.
EYFS Key themes and commitments
A Unique Child Positive
Relationships
Enabling
Environments
Learning and
Development
1.2 Inclusive
practice
1.4 Health and
well-being
2.2 Parents as
partners
2.4 Key person
3.2 Supporting every
child
Procedures for children with allergies
When parents start their children at the setting they are asked if their child suffers
from any known allergies. This is recorded on the registration form.
If a child has an allergy, a health care plan is completed to detail the following:
The allergen (i.e. the substance, material or living creature the child is allergic to
such as nuts, eggs, bee stings, cats etc).
The nature of the allergic reactions e.g. anaphylactic shock reaction, including rash,
reddening of skin, swelling, breathing problems etc.
What to do in case of allergic reactions, any medication used and how it is to be
used (e.g. Epipen).
Control measures – such as how the child can be prevented from contact with the
allergen.
Review.
Revision 003/November 2016
This form is kept in the child’s personal file and a copy is displayed where staff can see
it.
Parents train staff in how to administer special medication in the event of an allergic
reaction.
No nuts or nut products are used within the setting.
Parents are made aware so that no nut or nut products are accidentally brought in, for
example to a party.
Insurance requirements for children with allergies and disabilities
The insurance will automatically include children with any disability or allergy but
certain procedures must be strictly adhered to as set out below. For children suffering
life threatening conditions, or requiring invasive treatments; written confirmation
from your insurance provider must be obtained to extend the insurance.
At all times the administration of medication must be compliant with the Welfare
Requirements of the Early Years Foundation Stage and follow procedures based on
advice given in Managing Medicines in Schools and Early Years Settings (DfES 2005)
Oral Medication
Asthma inhalers are now regarded as "oral medication" by insurers and so documents do
not need to be forwarded to your insurance provider.
Oral medications must be prescribed by a GP or have manufacturer’s instructions
clearly written on them.
The group must be provided with clear written instructions on how to administer such
medication.
All care plan procedures need to be adhered to for the correct storage and
administration of the medication.
The group must have the parents or guardians prior written consent. This consent
must be kept on file. It is not necessary to forward copy documents to your insurance
provider.
Revision 003/November 2016
Life saving medication & invasive treatments
Adrenaline injections (Epipens) for anaphylactic shock reactions (caused by allergies to
nuts, eggs etc) or invasive treatments such as rectal administration of Diazepam (for
epilepsy).
The setting must have:
a letter from the child's GP/consultant stating the child's condition and what
medication if any is to be administered;
written consent from the parent or guardian allowing staff to administer
medication; and
proof of training in the administration of such medication by the child's GP, a
district nurse, children’s’ nurse specialist or a community paediatric nurse.
Copies of all three letters relating to these children must first be sent to the Pre-school
Learning Alliance Insurance Department for appraisal (if you have another provider,
please check their procedures with them). Confirmation will then be issued in writing
confirming that the insurance has been extended.
Key person for children with special needs - children requiring help with tubes to help
them with everyday living e.g. breathing apparatus, to take nourishment, colostomy bags
etc.
Prior written consent from the child's parent or guardian to give treatment and/or
medication prescribed by the child's GP.
Key person to have the relevant medical training/experience, which may include those
who have received appropriate instructions from parents or guardians, or who have
qualifications.
Copies of all letters relating to these children must first be sent to the Pre-school
Learning Alliance Insurance Department for appraisal (if you have another provider,
please check their procedures with them). Written confirmation that the insurance has
been extended will be issued by return.
If you are unsure about any aspect, contact the Pre-school Learning Alliance Insurance
Department on 020 7697 2585 or email [email protected].
Revision 003/November 2016
Procedures for children who are sick or infectious
If children appear unwell during the day – have a temperature, sickness, diarrhoea or
pains, particularly in the head or stomach – the manager calls the parents and asks
them to collect the child, or send a known carer to collect on their behalf.
If a child has a temperature, they are kept cool, by removing top clothing, sponging
their heads with cool water, but kept away from draughts.
In extreme cases of emergency the child should be taken to the nearest hospital and
the parent informed.
Parents are asked to keep children at home for 48 hours after the last bought of
sickness or diarrhoea.
The setting has a list of excludable diseases and current exclusion times. The full list is
obtainable from
www.hpa.org.uk/servlet/ContentServer?c=HPAweb_C&cid=1194947358374&pagena
me=HPAwebFile and includes common childhood illnesses such as measles.
When informed by the parent that their child will not be attending staff record
absences in the holidays sickness section of the accident and incident book.
Reporting of ‘notifiable diseases’
If a child or adult is diagnosed suffering from a notifiable disease under the Public
Health (Infectious Diseases) Regulations 1988, the GP will report this to the Health
Protection Agency.
When the setting becomes aware, or is formally informed of the notifiable disease, the
manager informs Ofsted and acts on any advice given by the Health Protection Agency.
HIV/AIDS/Hepatitis procedure
HIV virus, like other viruses such as Hepatitis, (A, B and C) are spread through body
fluids. Hygiene precautions for dealing with body fluids are the same for all children
and adults.
Single use vinyl gloves and aprons are worn when changing children’s nappies, pants
and clothing that are soiled with blood, urine, faeces or vomit.
Protective rubber gloves are used for cleaning/sluicing clothing after changing.
Revision 003/November 2016
Soiled clothing is rinsed and either bagged for parents to collect.
Spills of blood, urine, faeces or vomit are cleared using mild disinfectant solution and
mops; cloths used are disposed of with the clinical waste.
Tables and other furniture, furnishings or toys affected by blood, urine, faeces or
vomit are cleaned using a disinfectant.
Nits and head lice
Nits and head lice are not an excludable condition, although in exceptional cases a
parent may be asked to keep the child away until the infestation has cleared.
On identifying cases of head lice, all parents are informed and asked to treat their child
and all the family if they are found to have head lice.
Further guidance
Managing Medicines in Schools and Early Years Settings (DfES 2005)
http://publications.teachernet.gov.uk/eOrderingDownload/1448-2005PDF-EN-02.pdf
The above policy was adopted at Chapel Lane Pre-School
Date Reviewed November 2016
Reviewed By Jane Andrews
Signed on behalf of the management committee
Name of signatory Lucy Harber
Role of signatory (e.g. chair/owner) Chairperson
Revision 003/November 2016
Promoting health and hygiene
1.17 Nappy changing
Policy statement
No child is excluded from participating in our setting who may, for any reason, not yet be
toilet trained and who may still be wearing nappies or equivalent. We work with parents
towards toilet training, unless there are medical or other developmental reasons why this
may not be appropriate at the time.
We make necessary adjustments to our bathroom provision and hygiene practice in order
to accommodate children who are not yet toilet trained.
We see toilet training as a self-care skill that children have the opportunity to learn with
the full support and non-judgemental concern of adults.
EYFS key themes and commitments
A Unique Child Positive
Relationships
Enabling
Environments
Learning and
Development
1.2 Inclusive
practice
1.4 Health and well-
being
2.2 Parents as
partners
2.4 Key person
3.2 Supporting
every child
Procedures
All nappies are to be changed in the children’s toilet
The changing mat must be used on the floor with the childs head towards the door
and feet towards the toilet
The change mat must be wiped with the anti-bacterial wipes before and after a nappy
change takes place
Disposable gloves and an apron must be worn when changing a nappy
Remove gloves before touching the clean nappy
Used gloves, and apron are too be placed into a nappy bag and put into the nappy bin
Revision 003/November 2016
All staff must be familiar with the hygiene procedures and carry these out when
changing nappies.
In addition, staff ensure that nappy changing is relaxed and a time to promote
independence in young children.
Young children are encouraged to take an interest in using the toilet; they may just
want to sit on it and talk to a friend who is also using the toilet.
They should be encouraged to wash their hands and have soap and towels to hand.
Staff are gentle when changing; they avoid pulling faces and making negative
comment about ‘nappy contents’.
Staff do not make inappropriate comments about young children’s genitals when
changing their nappies
Older children access the toilet when they have the need to and are encouraged to be
independent.
Nappies are disposed of hygienically. The nappy is bagged and put in the bin. Cloth
nappies, trainer pants and ordinary pants that have been wet or soiled are rinsed and
bagged for the parent to take home.
NB If young children are left in wet or soiled nappies in the setting this may constitute
neglect and will be a disciplinary matter. Settings have a ‘duty of care’ towards
children’s personal needs.
The above policy was adopted at Chapel Lane Pre-School
Date Reviewed November 2016
Reviewed By Jane Andrews
Signed on behalf of the management committee
Name of signatory Lucy Harber
Role of signatory (e.g. chair/owner) Chairperson
Revision 003/November 2016
Promoting health and hygiene
1.18 No-smoking
Policy statement
We comply with health and safety regulations and the Welfare Requirements of the EYFS
in making our setting a no-smoking environment - both indoor and outdoor.
EYFS key themes and commitments
A Unique Child Positive
Relationships
Enabling
Environments
Learning and
Development
1.4 Health and well-
being
2.1 Respecting each
other
3.2 Supporting
every child
Procedures
All staff, parents and volunteers are made aware of our no-smoking policy.
We display no-smoking signs.
The no-smoking policy is stated in our information brochure for parents.
We actively encourage no-smoking by having information for parents and staff about
where to get help to stop smoking if they are seeking this information.
Staff who smoke do not do so during working hours.
Legal framework
The Smoke-free (Premises and Enforcement) Regulations 2006
www.opsi.gov.uk/si/si2006/20063368.htm
The Smoke-free (Signs) Regulations 2007
www.opsi.gov.uk/si/si2007/20070923.htm
Revision 003/November 2016
The above policy was adopted at Chapel Lane Pre-School
Date Reviewed November 2016
Reviewed By Jane Andrews
Signed on behalf of the management committee
Name of signatory Lucy Harber
Role of signatory (e.g. chair/owner) Chairperson
Revision 003/November 2016
Promoting health and hygiene
1.19 Food and drink Policy statement
This setting regards snack and meal times as an important part of the setting's day. Eating
represents a social time for children and adults and helps children to learn about healthy
eating. We promote healthy eating using resources and materials during session time. At
snack and meal times, we aim to provide nutritious food, which meets the children's
individual dietary needs.
EYFS Key themes and commitments
A Unique Child Positive
Relationships
Enabling
Environments
Learning and
Development
1.4 Health and
well-being
2.1 Respecting each
other
2.2 Parents as
partners
2.4 Key person
3.2 Supporting
every child
3.4 The wider
context
4.4 Personal, social
and emotional
development
Procedures
We follow these procedures to promote healthy eating in our setting.
Before a child starts to attend the setting, we find out from parents their children's
dietary needs and preferences, including any allergies. (See the Managing Children
with Allergies policy.)
We record information about each child's dietary needs in her/his registration record
and parents sign the record to signify that it is correct.
We regularly consult with parents to ensure that our records of their children's dietary
needs - including any allergies - are up-to-date. Parents sign the up-dated record to
signify that it is correct.
We display current information about individual children's dietary needs so that all
staff and volunteers are fully informed about them.
We implement systems to ensure that children receive only food and drink that is
consistent with their dietary needs and preferences as well as their parents' wishes.
Revision 003/November 2016
We involve children in the planning of our snacks.
We display the snacks daily for the information of parents.
We provide nutritious food for snacks, avoiding large quantities of saturated fat, sugar
and salt and artificial additives, preservatives and colourings.
We include a variety of healthy foods.
We include foods from the diet of each of the children's cultural backgrounds,
providing children with familiar foods and introducing them to new ones.
We do not provide food containing nuts or nut products and are especially vigilant
where we have a child who has a known allergy to nuts.
Through discussion with parents and research reading by staff, we obtain information
about the dietary rules of the religious groups to which children and their parents
belong, and of vegetarians and vegans, and about food allergies. We take account of
this information in the provision of food and drinks.
We require staff to show sensitivity in providing for children's diets and allergies. Staff
do not use a child's diet or allergy as a label for the child or make a child feel singled
out because of her/his diet or allergy.
We organise meal and snack times so that they are social occasions in which children
and staff participate.
We use meal and snack times to help children to develop independence through
making choices, serving food and drink and feeding themselves.
We provide children with utensils that are appropriate for their ages and stages of
development and that take account of the eating practices in their cultures.
We have fresh drinking water constantly available for the children. We inform the
children about how to obtain the water and that they can independently have water at
any time during the day.
We give parents who provide food for their children information about suitable
containers for food.
In order to protect children with food allergies, we discourage children from sharing
and swapping their food with one another.
For children who drink milk, we provide semi skimmed pasteurised milk.
Revision 003/November 2016
Packed lunches
We:
Inform parents of our policy on healthy eating;
Encourage parents to provide sandwiches with a healthy filling, fruit, and milk based
deserts such as yoghurt or crème fraîche where we can only provide cold food from
home. We can provide children with water or milk.
Discourage packed lunch contents that consist largely of crisps, processed foods,
sweet drinks and sweet products such as cakes or biscuits. provide children, bringing
packed lunches, with plates, cups and cutlery;
Acknowledge that some children have a limited diet and we are happy to work with
parents on this matter and
Ensure lunch is a social occasion.
Legal Framework
Regulation (EC) 852/2004 of the European Parliament and of the Council on the
hygiene of foodstuffs
The above policy was adopted at Chapel Lane Pre-School
Date Reviewed November 2016
Reviewed By Jane Andrews
Signed on behalf of the management committee
Name of signatory Lucy Harber
Role of signatory (e.g. chair/owner) Chairperson
Revision 003/November 2016
Promoting health and hygiene
1.20 First aid
Policy statement
In our setting staff are able to take action to apply first aid treatment in the event of an accident
involving a child or adult. At least one member of staff with current first aid training is on the
premises or on an outing at any one time. The first aid qualification includes first aid training for
infants and young children.
EYFS key themes and commitments
A Unique Child Positive
Relationships
Enabling
Environments
Learning and
Development
1.3 Keeping safe
1.4 Health and well-
being
2.2 Parents as
partners
2.4 Key person
3.2 Supporting every
child
3.4 The wider context
Procedures
The First Aid Kit
Our first aid kit complies with the Health and Safety (First Aid) Regulations 1981.
The first aid box is easily accessible to adults and is kept out of the reach of children.
At the time of admission to the setting, parents' written permission for emergency medical
advice or treatment is sought. Parents sign and date their written approval.
Parents sign a consent form at registration allowing staff to take their child to the nearest
Accident and Emergency unit to be examined, treated or admitted as necessary on the
understanding that parents have been informed and are on their way to the hospital.
Legal framework
Health and Safety (First Aid ) Regulations (1981)
Further guidance
First Aid at Work: Your questions answered (HSE 1997)
www.hse.gov.uk/pubns/indg214.pdf
Basic Advice on First Aid at Work (HSE 2006)
www.hse.gov.uk/pubns/indg347.pdf
Revision 003/November 2016
Guidance on First Aid for Schools (DfEE)
www.teachernet.gov.uk/_doc/4421/GFAS.pdf
Further guidance
Safer Food, Better Business
www.food.gov.uk/foodindustry/regulation/hygleg/hyglegresources/sfbb/
The above policy was adopted at Chapel Lane Pre-School
Date Reviewed November 2016
Reviewed By Jane Andrews
Signed on behalf of the management committee
Name of signatory Lucy Harber
Role of signatory (e.g. chair/owner) Chairperson
Revision 003/November 2016
Employment
2.1 Employment and staffing
(Including vetting, contingency plans, training and development)
Policy Statement
We provide a staffing ratio in line with the Welfare requirements of the Early Years
Foundation Stage to ensure that children have sufficient individual attention and to
guarantee care and education of a high quality. Our staffs are appropriately qualified and
we carry out checks for criminal and other records through the Criminal Records Bureau in
accordance with statutory requirements.
EYFS key themes and commitments
A Unique Child Positive
Relationships
Enabling
Environments
Learning and
Development
1.3 Keeping safe 2.4 Key person 3.4 The wider
context
Procedures
Ratios
To meet this aim we use the following ratios of adult to children:
for children aged two years of age:
1 adult : 4 children
at least one member of staff holds a full and relevant level 3
qualification
at least half of all other staff working holds a full and relevant
level 2 qualification
for children aged three to seven years of age:
1 adult : 6-8 children
at least one member of staff holds a full and relevant level 3
qualification
Revision 003/November 2016
at least half of all other staff working holds a full and relevant
level 2 qualification
In addition, if there is a qualified teacher present:
for children aged three years of age and over:
1 adult: 13 children
at least one member of staff must have qualified teacher status,
early years provision status or another full and relevant level 6
qualification
at least one other member of staff holds a full and relevant level
3 qualification minimum of three staff/adults are on duty at any
one time
We aim to have four members of staff in each session.
Anyone under the age of 17 is not included in the ratios and is supervised at all times.
Students on long term placements and volunteers (over 17 years of age) are included
in the ratios, if the manager is satisfied with their ability
We use a key person approach to ensure that each child has a named member of staff
with whom to form a relationship and who plans with parents for the child's well-
being and development in the setting.
We hold regular staff meetings to undertake curriculum planning and to discuss
children's progress, their achievements and any difficulties that may arise from time to
time.
Vetting and staff selection
We work towards offering equality of opportunity by using non-discriminatory
procedures for staff recruitment and selection.
All staff have general job descriptions which set out their roles – with more specific
roles and responsibilities set out separately e.g. SENCO, lead language.
We welcome applications from all sections of the community. Applicants will be
considered on the basis of their suitability for the post, regardless of marital status,
age, gender, culture, religious belief, ethnic origin or sexual orientation. However
Revision 003/November 2016
applicants must have sufficient understanding and use of the English Language to
ensure the wellbeing of children in their care. Applicants will not be placed at a
disadvantage by our imposing conditions or requirements that are not justifiable.
We use Ofsted and the Pre-School Learning Alliance guidance on obtaining references
and enhanced criminal record checks through the Criminal Records Bureau for staff
and volunteers who will have unsupervised access to children. This is in accordance
with requirements under the Safeguarding Vulnerable Groups Act 2006 for the vetting
and barring scheme.
We keep all records relating to employment of staff, which includes qualifications,
identity checks and vetting processes that have been completed. We will record details
of the criminal records disclosure, reference number, date and details of who obtained
it.
We keep all records relating to volunteers demonstrating that checks have been done,
including the date and reference number of DBS checks.
Changes to staff
We inform Ofsted of any changes in the person responsible for our setting.
Training and staff development
Our setting manager and deputy hold the CACHE Level 3 Diploma in Pre-school
Practice or an equivalent qualification and a minimum of half of our staff hold the
CACHE Level 2 Certificate in Pre-school Practice or an equivalent or higher
qualification.
Our setting manager has more than 2 years experience working in an early years
setting
We provide regular in-service training to all staff - whether paid staff or volunteers -
through the Pre-school Learning Alliance and external agencies.
Our setting budget allocates resources to training.
We provide staff induction training which includes:
Details of their role and responsibilities within the setting.
Health and safety policies, which includes fire evacuation.
Safeguarding Children Policies.
Revision 003/November 2016
Child protection policy.
Equality policy.
Other policies and procedures will be introduced within an induction plan.
We support the work of our staff by holding regular supervision meetings, giving staff
the opportunity to discuss any issues they have, working to identify solutions for these
issues and offering support to improve their personal effectiveness
We are committed to recruiting, appointing and employing staff in accordance with all
relevant legislation and best practice.
We ensure staffs are given annual appraisals, identifying training needs and where
possible ways we can improve an individual’s qualification level. If a member of staff
does not have a relevant qualification, we will support them to obtain a relevant level
2 qualification.
Managing staff absences and contingency plans for emergencies
In term time only settings, our staff take their holiday breaks when the setting is
closed. Where staff may need to take time off for any reason other than sick leave or
training, this is agreed with the manager with sufficient notice.
Where staff are unwell and take sick leave in accordance with their contract of
employment, we organise cover to ensure ratios are maintained.
Sick leave is monitored and action is taken where necessary in accordance with the
contract of employment.
In the absence of the manager, the deputy will take charge of the setting
We have contingency plans to cover staff absences, as follows:
Contact staff not on duty to obtain cover.
If qualified staff ratio sufficient contact committee members.
If staff ratio cannot be met call Chairperson – Fiona Sangster.
If staff ratio cannot be met and Fiona Sangster is unavailable the Pre-School will
be closed.
Staff taking medication
If a member of staff are taking medication which may affect their ability to care for
children they must seek medical advice.
Revision 003/November 2016
The setting will only allow the member of staff to continue working with the
children if the medical advice confirms the medication is unlikely to impair their
ability to look after the children properly.
Staff medication kept in the setting is stored securely in the medicine cupboard
and is out of the reach of children.
The above policy was adopted at Chapel Lane Pre-School
Date Reviewed November 2016
Date to be reviewed November 2017
Signed on behalf of the management committee
Name of signatory Lucy Harber
Role of signatory (e.g. chair/owner) Chairperson
Revision 003/November 2016
Employment
2.2 Induction of staff, volunteers and managers
Policy Statement
We provide an induction for all staff, volunteers and managers in order to fully brief them
about the setting, the families we serve, our policies and procedures, curriculum and daily
practice.
EYFS key themes and commitments
A Unique Child Positive
Relationships
Enabling
Environments
Learning and
Development
1.3 Keeping safe 2.4 Key person 3.2 Supporting
every child
Procedures
We have a written induction plan for all new staff, which includes the following:
Introductions to all staff and volunteers, including management committee
members.
Familiarising with the building, health and safety and fire procedures.
Ensuring our policies and procedures have been read and are carried out.
Introduction to parents, especially parents of allocated key children where
appropriate.
Familiarising them with confidential information where applicable in relation to
any children.
Details of the tasks and daily routines to be completed.
The manager inducts new staff and volunteers. The chairperson inducts new
managers.
During the induction period, the individual must demonstrate understanding of and
compliance with policies, procedures, tasks and routines.
Successful completion of the induction forms part of the probationary period.
Revision 003/November 2016
The above policy was adopted at Chapel Lane Pre-School
Date Reviewed November 2016
Date to be reviewed November 2017
Signed on behalf of the management committee
Name of signatory Lucy Harber
Role of signatory (e.g. chair/owner) Chairperson
Revision 003/November 2016
Employment
2.3 Student placements
Policy Statement
This setting recognises that qualifications and training make an important contribution to
the quality of the care and education provided by early years settings. As part of our
commitment to quality, we offer placements to students undertaking early years
qualifications and training. We also offer placements for school pupils on work experience.
We aim to provide for students on placement with us experiences that contribute to the
successful completion of their studies and that provide examples of quality practice in
early years care and education.
EYFS key themes and commitments
A Unique Child Positive
Relationships
Enabling
Environments
Learning and
Development
1.3 Keeping safe 2.2 Parents as
partners
3.4 The wider
context
Procedures
We require students on qualification courses to meet the 'suitable person'
requirements of Ofsted and have DBS checks carried out.
We require schools placing students under the age of 17 years with the setting to
vouch for their good character.
We supervise students at all times and do not allow them to have unsupervised access
to children.
Students undertaking qualification courses who are placed in our setting on a short
term basis are not counted in our staffing ratios.
Revision 003/November 2016
Trainee staff employed by the setting may be included in the ratios if they are deemed
competent.
We take out employers' liability insurance and public liability insurance, which covers
both trainees and voluntary helpers.
We require students to keep to our confidentiality policy
We co-operate with students' tutors in order to help students to fulfil the
requirements of their course of study.
We provide students, at the first session of their placement, with a short induction on
how our setting is managed, how our sessions are organised and our policies and
procedures.
We communicate a positive message to students about the value of qualifications and
training.
We make the needs of the children paramount by not admitting students in numbers
that hinder the essential work of the setting.
We ensure that trainees and students placed with us are engaged in bona fide early
years training, which provides the necessary background understanding of children's
development and activities.
The above policy was adopted at Chapel Lane Pre-School
Date Reviewed November 2016
Date to be reviewed November 2017
Signed on behalf of the management committee
Name of signatory Lucy Harber
Role of signatory (e.g. chair/owner) Chairperson
Revision 003/November 2016
Employment
2.4 Disciplinary Procedure
1. Introduction
1.1 This procedure is designed to encourage all employees to achieve high standards of
conduct and work performance and also aims to provide a fair, effective and
consistent method of dealing with disciplinary matters.
2. Key principles
■ Employees are expected to know the standard of conduct or work performance
expected of them.
■ Employees will be provided with a management statement of the case prior to any
disciplinary meeting and will be allowed to respond to any alleged fault or failing at the
meeting.
■ An employee is entitled to be accompanied by a trade union representative to a
disciplinary meeting or work colleague employed by the setting. Other external
representatives may not accompany an employee.
■ For minor or isolated infringements of rules or expected behaviour, managers and
supervisors should give employees informal advice, coaching and counselling as part of
their supervisory duties.
■ Where an employee’s conduct or performance fails to improve as a result of advice,
coaching or counselling, or where the offence is more serious, then the disciplinary
procedure will be applied.
■ Except in cases of gross misconduct, no employee will be dismissed for a first offence.
3. Categories of gross misconduct
3.1 Gross misconduct is a category which can include:
■ theft, fraud and deliberate falsification of records
■ physical violence
■ serious bullying or harassment
■ deliberate damage to property
■ serious insubordination
Revision 003/November 2016
■ misuse of the settings property or name
■ bringing the organisation into serious disrepute
■ serious incapability whilst on duty brought on by alcohol or illegal drugs
■ serious negligence which causes or might cause unacceptable loss, damage or injury
■ serious infringement of health and safety rules
■ serious breach of confidentiality (subject to the Public Interest (Disclosure) Act 1998)
■ serious failure to comply with procedures that safeguard children
This is not an exhaustive list.
4. Steps prior to deciding to take disciplinary action
4.1 When any incident of misconduct or negligence or poor performance is alleged to have
occurred, the manager must establish the facts to decide whether there is a need for a
disciplinary interview.
4.2 Where appropriate/possible, signed written statements should be obtained as quickly
as possible from the individual(s) concerned and should include where possible dates,
times, details of those present and the issues of concern.
5. The key steps in taking disciplinary action – standard procedure
Step 1: management statement of grounds for action and invitation to a meeting
■ Following an appropriate investigation, the manager must prepare a written
statement of the employee’s alleged conduct or characteristics, or of the circumstance
which have lead to the contemplation of taking disciplinary action.
■ The manager must send the statement to the employee including any evidence that
will be relied upon at the meeting and, and invite her/him to attend a disciplinary
meeting to discuss the matter. The employee should also be informed of their right to
be accompanied at the meeting. Employees should be given an appropriate amount of
notice of the meeting in order to prepare their response.
Step 2: the disciplinary meeting
Revision 003/November 2016
■ A disciplinary meeting must take place before any disciplinary action is taken, (except
where the action in question consists of suspension pending a disciplinary meeting).
■ At the meeting, the manager should ensure that the circumstances of the complaint
against the employee are fully discussed and that the employee is provided with an
opportunity to respond to the management case. The manager will then decide
whether or not to issue a disciplinary penalty. The outcome of the disciplinary meeting
must be confirmed in writing within [10] working days, to include the right of appeal
and to whom to address any appeal letter.
Step 3: the appeal
■ Any employee who feels they have been disciplined unfairly may appeal in writing to
the person named in the disciplinary letter. All appeals must be submitted in writing,
clearly set out the grounds for appeal, within [7] working days of the date of the
disciplinary meeting letter.
■ Normally an appeal meeting will be arranged with the employee together with the line
manager of the manager e.g. the owner, who issued the disciplinary penalty, within
[15] working days of the employee’s request.
■ Appeals will normally be held within [15] working days of the date of the original
disciplinary meeting. A letter detailing the outcome of the appeal should be issued
within [10] working days of the appeal meeting.
6. The key steps in taking disciplinary action – modified procedure
The setting has a modified procedure which applies where:
■ The dismissal took place when the setting became aware of the conduct or
immediately thereafter.
■ It was reasonable to dismiss the employee without notice or any payment in lieu of
notice, because of his/her gross misconduct.
■ It was reasonable in the circumstances, to dismiss the employee before enquiring into
the circumstances in which the gross misconduct took place.
Revision 003/November 2016
The modified element of the procedure is only likely to apply in the rarest of
circumstances, such as where an employee does not have a work permit or is guilty of
gross misconduct in circumstances where immediate dismissal is necessitated.
Step 1: management statement of grounds for dismissal
■ In most cases of gross misconduct, following a period of suspension of the employee
and an appropriate investigation, the manager must send the employee a written
statement which includes the following:
■ The employee’s alleged misconduct which led to the dismissal.
■ The basis for thinking, at the time of dismissal, that the employee was guilty of the
alleged misconduct.
■ The employees right of appeal.
Step 2 – the appeal
■ Any employee who feels they have been disciplined unfairly may appeal in writing, as
set out in paragraph 5.
■ The employee must take all reasonable steps to attend the disciplinary appeal
meeting.
7. Disciplinary penalties
7.1 Managers should not issue any disciplinary penalties without a formal meeting.
7.2 There are five disciplinary penalties, which may result from misconduct:
■ formal verbal warning (first formal warning)
■ written warning
■ final written warning
■ dismissal with notice
■ summary dismissal
7.3 The gravity of the offence will determine which disciplinary penalty is issued.
8. Formal verbal warning
Revision 003/November 2016
8.1 Minor breaches of organisational discipline, misconduct or time keeping, or failure to
meet performance criteria, may result in a formal verbal warning given by the
manager. The manager may give this at a disciplinary meeting with the employee. This
warning should be confirmed in writing. If the warning relates to unsatisfactory
performance then it should set out:
■ the performance required
■ the improvement required
■ the timescale for improvement
■ any review date
■ any support that can be offered to assist the employee to improve their performance
8.2 If the warning relates to conduct then the nature of the misconduct and the change in
behaviour required should be set out in the warning letter.
8.3 The employee may be accompanied at the meeting by a work colleague or a trade
union representative.
8.4 The warning will be placed on the employee’s personnel file. After a period of three
months, if no further disciplinary action has been found necessary and the minor
breach has been resolved, the warning will expire.
9. Written warnings
9.1 If the infringement is regarded as more serious, or the employee’s work or conduct are
considered unsatisfactory after they have received a formal verbal warning and after a
period has elapsed in which the employee has had time to remedy their work or
conduct, a disciplinary meeting conducted by the manager will be held.
The employee will be informed of the nature of the complaint and such evidence as
may exist, and will be given an opportunity to respond. The employee will be told of
the decision and given a letter of confirmation within [10] working days of the
disciplinary meeting. The written confirmation will state:
■ The date of the disciplinary meeting and those present.
Revision 003/November 2016
■ The penalty imposed.
■ Details of the misconduct, poor performance or poor time keeping that has occasioned
a warning and the performance required or the change in behaviour required.
■ The timescales for performance improvement, where appropriate.
■ Details of any necessary action to remedy the situation, any period of review, extra
training or supervision etc., or the possibility for redeployment / demotion.
■ That any further misconduct etc. will result in a further disciplinary meeting and will
normally result in a confirmed final warning, which if unheeded will result in dismissal
with appropriate notice.
■ That there is a right of appeal.
9.2 After a period of six months, if no further disciplinary action has been found necessary
and the minor breach has been resolved, the warning will expire.
10. Final written warning
10.1 If the employee’s work or conduct fails to improve, or where the infringement is
sufficiently serious, the manager will follow the same procedures as for issuing a
written warning. If proven, a final warning, which will be in writing, will be given to the
employee warning that any further misconduct will result in dismissal with appropriate
notice.
10.2 After a period of twelve months, if no further disciplinary action has been found
necessary and the breach has been resolved, the warning will expire.
11. Gross misconduct
11.1 Employees dismissed with notice will be paid for this notice period. An employee may
be dismissed without notice if there has been an act of gross misconduct, or a major
breach of duty or conduct that brings the organisation into disrepute. The employee
will be suspended with pay while the circumstances of the alleged gross misconduct
are investigated.
Revision 003/November 2016
11.2 A dismissal must be confirmed in writing within [10] working days of the date of the
disciplinary interview. As well as covering the points in paragraphs 9.1 and 9.2, the
letter should also include details of any outstanding money owed to the employee,
how and when it will be paid and the final date of employment.
11.3 Where a member of staff is dismissed from the organisation or internally disciplined
because of misconduct relating to a child, we inform the Department for Education
and Skills, other relevant agencies and follow Local Safeguarding Children Board
guidelines.
12. Suspension
12.1 Suspension should be used sparingly in circumstances where the manager needs to
conduct an investigation prior to a hearing where it is felt that the impact of not
suspending the employee during the period would be likely to be more detrimental than
suspending them.
12.2 Cases which involve potential gross misconduct will usually result in suspension -
particularly when relationships have broken down or where the setting’s property or
responsibilities to other parties are involved, or where the employee’s presence may
prejudice the inquiry.
12.3 Suspension should be kept brief and reviewed to ensure that it is not unnecessarily
protracted.
13. Timescales
13.1 Employees are required to take all reasonable steps to attend the hearing. However,
should, for a reasonably unforeseen reason, either the employee, the line manger or their
companions be unable to attend the meeting, it must be rearranged.
13.2 Should an employee’s companion be unable to attend then the employee should
make contact within [5] days of the date of the letter to arrange an alternative date
that falls within [10] days of the original date provided.
Revision 003/November 2016
13.3 Time limits may be extended by mutual agreement.
14. Amendments to the Procedure
14.1 These procedures may not apply where there is a significant threat of violence or
harassment. Under these circumstances the owner or management committee should be
contacted
The above policy was adopted at Chapel Lane Pre-School
Date Reviewed November 2016
Date to be reviewed November 2017
Signed on behalf of the management committee
Name of signatory Lucy Harber
Role of signatory (e.g. chair/owner) Chairperson
Revision 003/November 2016
Employment
2.5 Grievance Procedure
1. Introduction
1.1 The following procedure should be followed in order to settle all grievances
concerning any employee(s) of Chapel Lane Pre-School.
2. Principles
2.1 The key objective of the procedure is to allow grievances to be settled quickly, fairly
and at the lowest possible level within Chapel Lane Pre-School, whilst allowing
employees the opportunity to appeal to a higher level if necessary.
2.2 The procedure covers all employed staff in Chapel Lane Pre-School direct employment
who have a grievance.
2.3 It covers all matters which may become a source of grievance, excluding:
■ Those concerned with disciplinary action unless the disciplinary action amounts to
discrimination, or the action was not taken on the grounds of the employees
conduct or capability.
■ Decisions on strategic business issues, which are taken by the Management
Committee, but not excluding the operational impact of those decisions.
2.4 Employees are encouraged to raise concerns verbally with their manager or
chairperson prior to raising a formal grievance.
2.5 Employees are entitled to be accompanied at a grievance meeting and appeal, by a
trade union representative or by a work colleague.
3. Procedure
3.1 Chapel Lane Pre-Schools policy is to encourage free interchange and communication
between managers and the staff they manage. This ensures that questions and
problems can be aired and resolved quickly and that grievances are settled informally.
Revision 003/November 2016
4. Informal Procedure
4.1 If an employee has a complaint about their individual circumstances at work, then they
are entitled to raise a grievance. Employees are expected to discuss ordinary day to day
issues informally with your line manager through supervision meetings or if necessary
request a separate meeting. Where this is not possible employees should raise their
concerns verbally with the next level of management, prior to raising a formal
grievance.
If after seeking to resolve concerns informally employees are not satisfied, then they
should write to the management committee, explaining their grievance.
5. Formal Procedure
5.1 Employees must provide in writing, the nature of the alleged grievance and send the
written complaint to their immediate manager.
5.2 Where the grievance is against the manager the matter should be raised with a more
senior manager, i.e. normally the manager’s manager e.g. the chairperson.
5.3 Normally within 5 working days of receiving a grievance, the manager will write to the
employee, inviting them to attend a meeting where the alleged grievance can be
discussed. The meeting should be scheduled to take place as soon as reasonably
possible, and normally at least 5 working days notice of this meeting should be
provided to the employee.
5.4 Employees are required to take all reasonable steps to attend the meeting. However,
should, for a reasonably unforeseen reason, either the employee, the manger or their
companions are unable to attend the meeting, it must be rearranged.
5.5 Should an employee’s companion be unable to attend then the employee should make
contact within [5] days of the date of the letter to arrange an alternative date that falls
Revision 003/November 2016
within [10] days of the original date provided. These time limits may be extended by
mutual agreement.
5.6 At the meeting the employee must inform the manager hearing the grievance what
the basis for the complaint is.
5.7 After the final meeting, the manager hearing the grievance must write to the
employee informing them about any decision and offering the right of appeal. This
letter should be sent within [10] working days of the grievance meeting and should
include the details of how to appeal.
5.8 Should the employee consider that the grievance has not been satisfactorily resolved,
then they must set out their grounds of appeal in writing within [7] working days, of
receipt of the decision letter, confirming that they wish to appeal against the decision
or failure to make a decision.
5.9 Within [5] working days of receiving an appeal letter, the employee should be written
to inviting her/him to attend an appeal hearing where the alleged grievance can be
discussed. The appeal meeting should be scheduled to take place as soon as
reasonably possible.
5.10 Employees are required to take all reasonable steps to attend the appeal hearing.
However, should, for a reasonably unforeseen reason, either the employee, the line
manager or their companions be unable to attend the meeting, it must be rearranged.
5.11 Should an employee’s companion be unable to attend then the employee should
make contact within [5] days of the date of the letter to arrange an alternative date
that falls within [10] days of the original date provided. These time limits may be
extended by mutual agreement.
Revision 003/November 2016
5.12 After the appeal meeting, the appeal hearing manager must write to the employee
informing them of the employer’s final decision. This letter should be sent within [10]
working days of the appeal hearing.
5.13 This is the final stage of the procedure.
The above policy was adopted at Chapel Lane Pre-School
Date Reviewed November 2016
Date to be reviewed November 2017
Signed on behalf of the management committee
Name of signatory Lucy Harber
Role of signatory (e.g. chair/owner) Chairperson
Revision 003/November 2016
Health and safety
3.1 Risk assessment
Policy statement
This setting believes that the health and safety of children is of paramount importance.
We make our setting a safe and healthy place for children, parents, staff and volunteers by
assessing and minimising the hazards and risks to enable the children to thrive in a healthy
and safe environment.
The basis of this policy is risk assessment. Pre-school Learning Alliance risk assessment
processes follow five steps as follows:
Identification of risk: Where is it and what is it?
Who is at risk: Childcare staff, children and parents?
Assessment as to the level of risk as high, medium, low. This is both the risk of the
likelihood of it happening, as well as the possible impact if it did.
Control measures to reduce/eliminate risk: What will you need to do, or ensure others
will do, in order to reduce that risk?
Monitoring and review: How do you know if what you have said is working, or is
thorough enough? If it is not working, it will need to be amended, or maybe there is a
better solution.
EYFS key themes and commitments
A Unique Child Positive
Relationships
Enabling
Environments
Learning and
Development
1.3 Keeping safe 3.3 The learning
environment
3.4 The wider
context
Revision 003/November 2016
Procedures
Our risk assessment process covers adults and children and includes:
checking for and noting hazards and risks indoors and outside, and in our premises
and for activities;
assessing the level of risk and who might be affected;
deciding which areas need attention; and
developing an action plan that specifies the action required, the time-scales for
action, the person responsible for the action and any funding required.
Risk assessment is are reviewed regularly. The written assessment is an aid to inform
staff practice and to demonstrate to parents and inspectors how we are managing
risks.
We maintain lists of health and safety issues, which are checked daily before the
session begins as well as those that are checked on a weekly and termly basis when a
full risk assessment is carried out.
Legal framework
Management of Health and Safety at Work Regulations 1992
Further guidance
Five Steps to Risk Assessment (HSE 2006)
www.hse.gov.uk/pubns/indg163.pdf
Other useful Pre-school Learning Alliance publications
Risk Management in Early Years Settings (2007)
Revision 003/November 2016
The above policy was adopted at
Date Reviewed November 2016
Reviewed By Katie Harber
Signed on behalf of the management committee
Name of signatory Lucy Harber
Role of signatory (e.g. chair/owner) Chairperson
Revision 003/November 2016
Health and safety
3.2 Health and safety general standards
Policy statement
This setting believes that the health and safety of children is of paramount importance.
We make our setting a safe and healthy place for children, parents, staff and volunteers.
We aim to make children, parents and staff aware of health and safety issues and to
minimise the hazards and risks to enable the children to thrive in a healthy and safe
environment.
Our member of staff responsible for health and safety is:
Katie Harber-Hollingshead
She is competent to carry out these responsibilities.
She has undertaken health and safety training and regularly updates his/her
knowledge and understanding.
We display the necessary health and safety poster in
The Kitchen
Insurance cover
We have public liability insurance and employers' liability insurance. The certificate for
public liability insurance is displayed in:
The front door entrance
EYFS key themes and commitments
A Unique Child Positive
Relationships
Enabling
Environments
Learning and
Development
1.3 Keeping safe
1.4 Health and well-
being
3.3 The learning
environment
Revision 003/November 2016
Procedures
Awareness raising
Our induction training for staff and volunteers includes a clear explanation of health
and safety issues so that all adults are able to adhere to our policy and procedures as
they understand their shared responsibility for health and safety. The induction
training covers matters of employee well-being, including safe lifting and the storage
of potentially dangerous substances.
Records are kept of these induction training sessions and new staff and volunteers are
asked to sign the records to confirm that they have taken part.
As necessary, health and safety training is included in training plans of staff, and health
and safety is discussed regularly at staff meetings.
We operate a no smoking policy and prevent smoking in a room or outside play area
when children are attending the setting
Children are made aware of health and safety issues through discussions, planned
activities and routines.
Safety of adults
Adults are provided with guidance about the safe storage, movement, lifting and
erection of large pieces of equipment.
When adults need to reach up to store equipment or to change light bulbs they are
provided with safe equipment to do so.
All warning signs are clear and in appropriate languages.
The sickness of staff and their involvement in accidents is recorded. The records are
reviewed each term to identify any issues that need to be addressed.
We keep all cleaning chemicals in their original containers.
Windows
Windows are protected from accidental breakage or vandalism from people outside
the building.
Doors
We take precautions to prevent children's fingers from being trapped in doors.
Revision 003/November 2016
Floors
All floor surfaces are checked to ensure they are clean and not uneven, wet or
damaged.
Electrical/gas equipment
All electrical/gas equipment conforms to safety requirements and is checked regularly.
Our boiler/electrical switch gear/meter cupboard is not accessible to the children.
Fires, heaters, electric sockets, wires and leads are properly guarded and the children
are taught not to touch them.
There are sufficient sockets to prevent overloading.
The temperature of hot water is controlled to prevent scalds.
Lighting and ventilation is adequate in all areas including storage areas.
Storage
All resources and materials from which children select are stored safely.
All equipment and resources are stored or stacked safely to prevent them accidentally
falling or collapsing.
Outdoor area
Our outdoor area is securely fenced.
Our outdoor area is checked for safety and cleared of rubbish before it is used.
If equipment is we and to slippery it is not utilised
Our outdoor sand pit is covered when not in use and is cleaned regularly.
All outdoor activities are supervised at all times.
We ensure children are appropriately clothed for the weather.
Parents are advised to apply sunscreen before the start of a session.
Hygiene
We regularly seek information from the Environmental Health Department and the
Health Authority to ensure that we keep up-to-date with the latest recommendations.
Our daily routines encourage the children to learn about personal hygiene.
Revision 003/November 2016
We have a daily cleaning specification for the setting which includes play room,
kitchen, rest area, toilets and nappy changing areas.
We have a schedule for cleaning resources and equipment, dressing-up clothes and
furnishings.
The toilet area has a high standard of hygiene including hand washing and drying
facilities and the disposal of nappies.
We implement good hygiene practices by:
cleaning tables between activities;
cleaning toilets regularly;
wearing protective clothing - such as aprons and disposable gloves - as
appropriate;
providing sets of clean clothes; and
providing tissues and wipes;
Activities and resources
Before purchase or loan, equipment and resources are checked to ensure that they are
safe for the ages and stages of the children currently attending the setting.
The layout of play equipment allows adults and children to move safely and freely
between activities.
All equipment is regularly checked for cleanliness and safety and any dangerous items
are repaired or discarded.
All materials, including paint and glue, are non-toxic.
Sand is clean and suitable for children's play.
Physical play is constantly supervised.
Children are taught to handle and store tools safely.
Children learn about health, safety and personal hygiene through the activities we
provide and the routines we follow.
Any faulty equipment is removed from use and is repaired. If it cannot be repaired it is
discarded.
Revision 003/November 2016
Legal Framework
Health and Safety at Work Act (1974)
Management of Health and Safety at Work Regulations 1992
Electricity at Work Regulations 1989
Control of Substances Hazardous to Health Regulations(COSHH)
(2002)
Manual Handling Operations Regulations 1992 (as amended)
Health and Safety (Display Screen Equipment) Regulations 1992
Further guidance
Health and Safety Law: What you Should Know (HSE 1999)
www.hse.gov.uk/pubns/law.pdf
Health and Safety Regulation…a Short Guide (HSE 2003)
www.hse.gov.uk/pubns/hsc13.pdf
Electrical Safety and You (HSE 1998)
www.hse.gov.uk/pubns/indg231.pdf
COSHH: A Brief Guide to the Regulations (HSE 2005)
www.hse.gov.uk/pubns/indg136.pdf
Manual Handling – Frequently Asked Questions (HSE)
www.hse.gov.uk/contact/faqs/manualhandling.htm
The above policy was adopted at Chapel Lane Pre-School
Date Reviewed November 2016
Reviewed By Katie Harber
Signed on behalf of the management committee
Name of signatory Lucy Harber
Role of signatory (e.g. chair/owner) Chairperson
Revision 003/November 2016
Health and Safety
3.3 Fire safety and emergency evacuation
Policy Statement
We ensure our premises present no risk of fire by ensuring the highest possible standard
of fire precautions. The manager and staff are familiar with the current legal
requirements. Where necessary we seek the advice of a competent person, such as our
Fire Officer, or Fire Safety Consultant.
EYFS key themes and commitments
A Unique Child Positive
Relationships
Enabling
Environments
Learning and
Development
1.3 Keeping safe 3.3 The learning
environment
3.4 The wider
context
Procedures
The basis of fire safety is risk assessment. These are carried out by a ‘competent
person’.
The manager has received training in fire safety sufficient to be competent to carry out
risk assessment
Settings in rented premises will ensure that they have a copy of the fire safety risk
assessment that applies to the building and that they contribute to regular reviews.
Fire doors are clearly marked, never obstructed and easily opened from the inside.
Smoke detectors/alarms and firefighting appliances conform to BSEN standards, are
fitted in appropriate high risk areas of the building and are checked as specified by the
manufacturer.
Our emergency evacuation procedures are approved by the Fire Safety Officer and are:
clearly displayed in the premises;
explained to new members of staff, volunteers and parents; and
practised regularly at least once every term
Revision 003/November 2016
Records are kept of fire drills and the servicing of fire safety equipment.
Emergency evacuation procedure
Children are familiar with the sound of the fire alarm.
Children staff and parents know where the fire exits are.
Children are taught to leave by the nearest fire exit and line up in the garden
against the fence.
A member of staff will check all rooms, closing all the doors.
Another member of staff will collect the registration folder and telephone.
Count the children in the playground.
The supervisor will take the register.
Emergency services to be phoned.
The parents will then be contacted.
Legal framework
Regulatory Reform (Fire Safety) Order 2005
www.opsi.gov.uk/si/si2005/20051541.htm
Further guidance
Fire Safety Risk Assessment - Educational Premises ( HMG 2006)
www.communities.gov.uk/publications/fire/firesafetyrisk6
The above policy was adopted at Chapel Lane Pre-School
Date Reviewed November 2016
Reviewed By Katie Harber
Signed on behalf of the management committee
Name of signatory Lucy Harber
Role of signatory (e.g. chair/owner) Chairperson
Revision 003/November 2016
Health and safety
3.4 Recording and reporting of accidents and incidents
(Including procedure for reporting to HSE, RIDDOR)
Policy Statement
We follow the guidelines of the Reporting Injuries, Diseases and Dangerous Occurrences
(RIDDOR) for the reporting of accidents and incidents. Child protection matters or
behavioural incidents between children are NOT regarded as incidents and there are
separate procedures for this.
EYFS key themes and commitments
A Unique Child Positive
Relationships
Enabling
Environments
Learning and
Development
1.3 Keeping safe
1.4 Health and well-
being
2.2 Parents as
partners
2.4 Key person
3.4 The wider
context
Procedures
Our folder where accidents are logged:
is kept safely and accessibly;
is accessible to all staff and volunteers, who know how to complete it; and
is reviewed at least half termly to identify any potential or actual hazards.
Ofsted is notified of any injury requiring treatment by a general practitioner or hospital
doctor, or the death of a child or adult.
When there is any injury requiring general practitioner or hospital treatment to a child,
parent, volunteer or visitor or where there is a death of a child or adult on the premises,
Revision 003/November 2016
we make a report to the Health and Safety Executive using the format for the Reporting of
Injuries, Diseases and Dangerous Occurrences.
Dealing with incidents
We meet our legal requirements for the safety of our employees by complying with
RIDDOR (the Reporting of Injury, Disease and Dangerous Occurrences Regulations). We
report to the Health and Safety Executive:
any accident to a member of staff requiring treatment by a general practitioner or
hospital; and
any dangerous occurrences. This may be an event that causes injury or fatalities or an
event that does not cause an accident but could have done, such as a gas leak.
Any dangerous occurrence is recorded in our incident book. See below.
Our incident book
We have ready access to telephone numbers for emergency services, including local
police. Where we rent premises we ensure we have access to the person responsible
and that there is a shared procedure for dealing with emergencies.
We keep an incident book for recording incidents including those that that are
reportable to the Health and Safety Executive as above.
These incidents include:
break in, burglary, theft of personal or the setting's property;
an intruder gaining unauthorised access to the premises;
fire, flood, gas leak or electrical failure;
attack on member of staff or parent on the premises or nearby;
any racist incident involving staff or family on the centre's premises;
death of a child, and
a terrorist attack, or threat of one.
In the incident book we record the date and time of the incident, nature of the event,
who was affected, what was done about it - or if it was reported to the police, and if so
a crime number. Any follow up, or insurance claim made, should also be recorded.
In the unlikely event of a terrorist attack we follow the advice of the emergency
services with regard to evacuation, medical aid and contacting children's families. Our
Revision 003/November 2016
standard Fire Safety Policy will be followed and staff will take charge of their key
children. The incident is recorded when the threat is averted.
In the unlikely event of a child dying on the premises the emergency services are
called, and the advice of these services are followed.
The incident book is not for recording issues of concern involving a child. This is
recorded in the child's own file.
Legal framework
Reporting of Injuries, Diseases and Dangerous Occurrences Regulations (RIDDOR 1995)
Further guidance
RIDDOR Guidance and Reporting Form
www.hse.gov.uk/riddor/index.htm
The above policy was adopted at Chapel Lane Pre-School
Date Reviewed November 2016
Reviewed By Katie Harber
Signed on behalf of the management committee
Name of signatory Lucy Harber
Role of signatory (e.g. chair/owner) Chairperson
Revision 003/November 2016
Health and safety
3.5 Food hygiene
(Including procedure for reporting food poisoning)
Policy statement
In our setting we provide and/or serve food for children on the following basis:
Snacks.
Packed lunches.
We maintain the highest possible food hygiene standards with regard to the purchase,
storage, preparation and serving of food.
We are registered as a food provider with the local authority Environmental Health
Department.
EYFS key themes and commitments
A Unique Child Positive
Relationships
Enabling
Environments
Learning and
Development
1.3 Keeping safe 3.3 The learning
environment
3.4 The wider
context
Procedures
The person in charge and the person responsible for food preparation understands the
principles of Hazard Analysis and Critical Control Point (HACCP) as it applies to their
business. This is set out in Safer Food Better Business. The basis for this is risk
assessment as is applies to the purchase, storage, preparation and serving of food to
prevent growth of bacteria and food contamination.
All staff follow the guidelines of Safer Food Better Business.
At least one person has an in-date Food Hygiene Certificate.
Revision 003/November 2016
The person responsible for food preparation and serving carries out daily opening and
closing checks on the kitchen to ensure standards are met consistently. (See Safer
Food Better Business.)
We use reliable suppliers for the food we purchase.
Food is stored at correct temperatures and is checked to ensure it is in-date and not
subject to contamination by pests, rodents or mould.
Packed lunches are stored in a cool place; un-refrigerated food is served to children
within 4 hours of preparation at home.
Food preparation areas are cleaned before use as well as after use.
There are separate facilities for hand-washing and for washing up.
All surfaces are clean and non-porous.
All utensils, crockery etc are clean and stored appropriately.
Waste food is disposed of daily.
Cleaning materials and other dangerous materials are stored out of children's reach.
Children do not have unsupervised access to the kitchen.
When children take part in cooking activities, they:
are supervised at all times;
understand the importance of hand washing and simple hygiene rules
are kept away from hot surfaces and hot water; and
do not have unsupervised access to electrical equipment such as blenders etc.
Reporting of food poisoning
Food poisoning can occur for a number of reasons; not all cases of sickness or
diarrhoea are as a result of food poisoning and not all cases of sickness or diarrhoea
are reportable.
Where children and/or adults have been diagnosed by a GP or hospital doctor to be
suffering from food poisoning and where it seems possible that the source of the
outbreak is within the setting, the manager will contact the Environmental Health
Department and the Health Protection Agency, to report the outbreak and will comply
with any investigation.
If the food poisoning is identified as a disease under the Public Health (Infectious
Diseases) Regulations 1988 the setting will report the matter to Ofsted
Revision 003/November 2016
If two or more children at the setting are affected by any food poisoning Ofsted are
contacted within 14 days of the incident.
Legal Framework
Regulation (EC) 852/2004 of the European Parliament and of the Council on the
hygiene of foodstuffs
Further guidance
Safer Food Better Business (Food Standards Agency)
www.food.gov.uk/foodindustry/regulation/hygleg/hyglegresources/sfbb/sfbbcaterers
The above policy was adopted at Chapel Lane Pre-School
Date Reviewed November 2016
Reviewed By Katie Harber
Signed on behalf of the management committee
Name of signatory Lucy Harber
Role of signatory (e.g. chair/owner) Chairperson
Revision 003/November 2016
Administration
4.1 Admissions
Policy Statement
It is our intention to make our setting accessible to children and families from all sections
of the local community. We aim to ensure that all sections of our community have access
to the setting through open, fair and clearly communicated procedures.
EYFS key themes and commitments
A Unique Child Positive
Relationships
Enabling
Environments
Learning and
Development
1.2 Inclusive
practice
2.1 Respecting each
other
3.3 The learning
environment
3.4 The wider
environment
Procedures
We ensure that the existence of our setting is widely advertised in places accessible to
all sections of the community.
When required we will ensure that information about our setting is accessible, in
written and spoken form and, where appropriate, in more than one language. Where
necessary, we will try to provide information in Braille, or through British Sign
Language. We will provide translated written materials where language needs of
families suggest this is required as well as access to an interpreter.
We arrange our waiting list in birth order. In addition our policy may take into account
the following:
siblings already attending the setting.
We describe our setting and its practices in terms that make it clear that it welcomes
both fathers and mothers, other relations and other carers, including childminders.
We describe our setting and its practices in terms of how it treats each child and their
family, having regard to their needs arising from their gender, special educational
needs, disabilities, social background, religion, ethnicity or from English being a newly
Revision 003/November 2016
acquired additional language. We consider the needs of all children in the setting and
may find it necessary to limit the number of children requiring additional support in
each session.
We describe our setting and its practices in terms of how it enables children and/or
parents with disabilities to take part in the life of the setting.
We make our Equal Opportunities Policy widely known.
We consult with families about the opening times of the setting to ensure we
accommodate a broad range of family needs.
We are flexible about attendance patterns to accommodate the needs of individual
children and families, providing these do not disrupt the pattern of continuity in the
setting that provides stability for all the children.
Children are entitled to 15 hours funding from the term after their third birthday.
From September 2017 where applicable to families up to 30 hours funding will be
entitled. Sessions that sit outside of these terms must be paid at the rate advertised.
Non-payment of fees will be dealt with on an individual basis & can result in sessions
being withdrawn.
If a child doesn’t attend their session and the parent doesn’t inform us, we will
endeavour to make contact with them. However if this isn’t possible we will enquire
when they next attend.
If a child is unable to attend the setting for at least 3 weeks, we will be unable to hold
the place for the child, as funding will be withdrawn from Wokingham Borough
Council.
Revision 003/November 2016
The above policy was adopted at Chapel Lane Pre-School
Date Reviewed November 2016
Reviewed By Katie Harber
Signed on behalf of the management committee
Name of signatory Lucy Harber
Role of signatory (e.g. chair/owner) Chairperson
Revision 003/November 2016
Child care practice
4.2 The role of the key person and settling-in
Policy statement
We believe that children settle best when they have a key person to relate to, who knows
them and their parents well, and who can meet their individual needs. Research shows
that a key person approach benefits the child, the parents, the staff and the setting by
providing secure relationships in which children thrive, parents have confidence, staff are
committed and the setting is a happy and dedicated place to attend or work in.
We want children to feel safe, stimulated and happy in the setting and to feel secure and
comfortable with staff. We also want parents to have confidence in both their children's
well-being and their role as active partners with the setting.
We aim to make the setting a welcoming place where children settle quickly and easily
because consideration has been given to the individual needs and circumstances of
children and their families.
They key person role is set out in the Welfare Requirements of the Early Years Foundation
Stage. Each setting must offer a key person for each child.
The procedures set out a model for developing a key person approach that promotes
effective and positive relationships for children who are in settings.
EYFS key themes and commitments
A Unique Child Positive
Relationships
Enabling
Environments
Learning and
Development
1.2 Inclusive
practice
1.3 Keeping safe
2.2 Parents as
partners
2.4 Key person
3.2 Supporting
every child
3.3 The learning
environment
4.4 Personal, social
and emotional
development
Revision 003/November 2016
1.4 Health and well-
being
Procedures
Where possible, we allocate a key person before the child starts.
A home visit is carried out before the child starts, by 2 members of staff this is usually
carried out by the manager/deputy and where possible the key person.
The key person is responsible for ensuring that the child’s care is tailored to meet their
individual needs and to help the child become familiar with their setting, offer a
settled relationship with the child, and build a relationship with the parents.
The key person acts as the key contact for the parents and has links with other carers
involved with the child, such as a childminder, and co-ordinates the sharing of
appropriate information about the child’s development with those carers.
A key person is responsible for developmental records and for sharing information on
a regular basis with the child’s parents to keep those records up-to-date, reflecting the
full picture of the child in our setting and at home.
In the absence of the child’s key person the parents may contact the manager or
deputy manager.
We promote the role of the key person as the child’s primary carer in our setting, and
as the basis for establishing relationships with other staff and children.
The Key person will support the family to engage with specialist support if required.
Settling-in
Before a child starts to attend the setting, we use a variety of ways to provide his/her
parents with information. These include written information (including our prospectus
and policies), displays about activities available within the setting and individual
meetings with parents.
During the half-term before a child is enrolled, we provide opportunities for the child
and his/her parents to visit the setting.
Revision 003/November 2016
Where possible we allocate a key person to each child and his/her family before
she/he starts to attend; the key person welcomes and looks after the child and his/her
parents at the child's first session and during the settling-in process.
We will offer a home visit by the person who will be the child's key person, to ensure
all relevant information about the child can be made known.
We use pre-start visits and the first session at which a child attends to explain and
complete with his/her parents the child's registration records.
When a child starts to attend, we explain the process of settling-in with his/her
parents and jointly decide on the best way to help the child to settle into the setting.
Younger children may take longer to settle in, as will children who have not previously
spent time away from home. Children who have had a period of absence may also
need their parent to be on hand to re-settle them.
We believe a child is settled when they have formed a relationship with their key
person; for example the child looks for the key person when he/she arrives, goes to
them for comfort, and seems pleased to be with them. The child is also familiar with
where things are and is pleased to see other children and participate in activities.
When parents leave, we ask them to say goodbye to their child and explain that they
will be coming back, and when in order to help them to settle quicker.
We recognise that all children are individuals, some children will settle more readily
than others, and we will work with the parents to make a settlings in procedure for
their child.
We do not believe that leaving a child to cry for a prolonged period of time will help
them to settle any quicker. We believe that a child's distress will prevent them from
learning and gaining the best from the setting.
We reserve the right not to accept a child into the setting without a parent or carer if
the child finds it distressing to be left. This is especially the case with very young
children.
Within the first four to six weeks of starting we discuss and work with the child's
parents to start to create their child's record of achievement.
Revision 003/November 2016
The above policy was adopted at Chapel Lane Pre-School
Date Reviewed November 2016
Date to be reviewed November 2017
Signed on behalf of the management committee
Name of signatory Lucy Harber
Role of signatory (e.g. chair/owner) Chairperson
Revision 003/November 2016
Partnership
4.3 Parental involvement
Policy statement
We believe that children benefit most from early years education and care when parents
and settings work together in partnership.
Our aim is to support parents as their children's first and most important educators by
involving them in their children's education and in the full life of the setting. We also aim
to support parents in their own continuing education and personal development.
Some parents are less well represented in early years settings; these include fathers,
parents who live apart from their children but who still play a part in their lives as well as
working parents. In carrying out the following procedures, we will ensure all parents are
included.
When we refer to ‘parents’ we mean both mothers and fathers; these include both natural
or birth parents as well as step-parents and parents who do not live with their children,
but have contact with them and play a part in their lives. ‘Parents’ also includes same sex
parents as well as foster parents.
‘Parental responsibility’ is all the rights, duties, powers and responsibilities and authority
which by law a parent of a child has in relation to the child and his property. (For a full
explanation of who has parental responsibility, refer to the Pre-school Learning Alliance’s
Child Protection Record publication.)
EYFS key themes and commitments
A Unique Child Positive
Relationships
Enabling
Environments
Learning and
Development
1.2 Inclusive
practice
2.1 Respecting each
other
3.2 Supporting
every child
Revision 003/November 2016
1.4 Health and well-
being
2.2 Parents as
partners
2.3 Supporting
learning
2.4 Key person
Procedures
We have a means to ensure all parents are included – that may mean we have
different strategies for involving fathers or parents who work or live apart from their
children.
We consult with all parents to find out what works best for them.
We ensure ongoing dialogue with parents to improve our knowledge of the needs of
their children and to support their families.
We inform all parents about how the setting is run and its policies through access to
written information and through regular informal communication. We check to ensure
parents understand the information that is given to them.
We encourage and support parents to play an active part in the management of the
setting.
We inform all parents on a regular basis about their children's progress.
We involve parents in the shared record keeping about their children - either formally
or informally - and ensure parents have access to their children's written
developmental records.
We provide opportunities for parents to contribute their own skills, knowledge and
interests to the activities of the setting.
We have a rota in which parents and carers can choose to help in a session their child
attends. At Chapel Lane Pre-School we take safeguarding of the children seriously and
therefore parents helping in sessions are only permitted to take their own child to the
toilet and no parent will be left alone with children. Parents are only permitted to sign
up to the rota one session per month. Parents/carers may be able to bring younger
siblings at the manager’s discretion. Childminders are asked to speak to the manager
before signing the rota.
Revision 003/November 2016
We inform parents about relevant conferences, workshops and training.
We consult with parents about the times of meetings to avoid excluding anyone.
We provide information about opportunities to be involved in the setting in ways that
are accessible to parents with basic skills needs, or those for whom English is an
additional language.
We hold meetings in venues that are accessible and appropriate for all.
We welcome the contributions of parents, in whatever form these may take.
We inform all parents of the systems for registering queries, complaints or suggestions
and check to ensure these are understood. All parents have access to our written
complaints procedure.
We inform parents of funding entitlements and the requirements of Wokingham
District Council for parents to inform us of the reasons for any absences from Pre-
School.
We provide opportunities for parents to learn about the curriculum offered in the
setting and about young children's learning, in the setting and at home.
In compliance with the Welfare Requirements, the following documentation is in place:
Admissions policy.
Complaints procedure.
Record of complaints.
Developmental records of children.
The above policy was adopted at Chapel Lane Pre-School
Date Reviewed November 2016
Date to be reviewed November 2017
Signed on behalf of the management committee
Name of signatory Lucy Harber
Role of signatory (e.g. chair/owner) Chairperson
Revision 003/November 2016
4.4 Working in partnership with other agencies
Policy Statement
We work in partnership with local and national agencies to promote the well-being of all
children.
EYFS Key themes and commitments
A Unique Child Positive
Relationships
Enabling
Environments
Learning and
Development
1.3 Keeping safe
1.4 Health and well-
being
2.1 Respecting each
other
3.4 The wider
context
Procedures
We work in partnership or in tandem with, local and national agencies to promote the
well-being of children.
Procedures are in place for sharing of information about children and families with
other agencies. These are set out in the Information Sharing Protocol, Safeguarding
Children procedures and the Special Educational Needs Procedures.
Information shared by other agencies with us is regarded as third party information.
This is also kept in confidence and not shared without consent from that agency.
When working in partnership with staff from other agencies, we make those
individuals welcome in the setting and their professional roles are respected.
We follow the protocols for working with agencies, for example on child protection.
Staff from other agencies do not have unsupervised access to the child they are
visiting in the setting and do not have access to any other child(ren) during their visit.
Our staff do not casually share information or seek informal advice about any named
child/family.
When necessary we consult with local and national agencies who offer a wealth of
advice and information that help us develop understanding of issues facing us and who
can provide support and information for parents. For example, ethnic/cultural
Revision 003/November 2016
organisations, drug/alcohol agencies, welfare rights advisors or organisations
promoting childcare and education, or adult education.
The above policy was adopted at Chapel Lane Pre-School
Date Reviewed November 2016
Date to be reviewed November 2017
Signed on behalf of the management committee
Name of signatory Lucy Harber
Role of signatory (e.g. chair/owner) Chairperson
Revision 003/November 2016
Record keeping
5.1 Children’s records
Policy statement
We collect information on your child and may receive information from your child’s
previous setting. Personal data is held and used to:
Support teaching and learning
Monitor and report on progress
Administer funding for the free entitlement for 3 and 4 year old children
Provide appropriate pastoral care
Assess how well the setting is doing
There are record keeping systems in place that meet legal requirements; means of storing
and sharing that information take place within the framework of the Data Protection Act
and the Human Rights Act.
This policy and procedure is taken in conjunction with the Confidentiality Policy and our
procedures for information sharing.
EYFS key themes and commitments
A Unique Child Positive
Relationships
Enabling
Environments
Learning and
Development
1.2 Inclusive
practice
2.1 Respecting each
other
3.1 Observation,
assessment and
planning
Procedures
We keep two kinds of records on children attending our setting:
Revision 003/November 2016
Developmental records
These include observations of children in the setting, photographs and samples of
their work and summary developmental reports. All of these records are recorded and
stored on a secure online server ‘Tapestry’.
Personal records
These include:
registration and admission forms
signed consent forms
Contact details
who has parental responsibility
national curriculum assessment results
personal characteristics, such as ethnic group or special educational needs
any relevant medical information
correspondence concerning the child or family
reports or minutes from meetings concerning the child from other agencies
an ongoing record of relevant contact with parents
observations by staff on any confidential matter involving the child, such as
developmental concerns or child protection matters
These confidential records are stored in a lockable file or cabinet and are kept secure
by the manager in the office or other suitably safe place.
Parents have access, in accordance with our Client Access to records policy, to the files
and records of their own children but do not have access to information about any
other child
Information on a child is not given to anyone outside the setting without a parents
consent unless the law and our rules allow it
We are required by law to pass some information to the Local Authority and the
Department of Education (DfE)
For children of statutory school age records are made available to a child’s new school
when transferring school
Revision 003/November 2016
Staff will not discuss personal information given by parents with other members of
staff, except where it affects planning for the child's needs. Staff induction includes an
awareness of the importance of confidentiality in the role of the key person.
We retain children’s records for three years after they have left the setting. These are
kept in a secure place.
Other records
Issues to do with the employment of staff, whether paid or unpaid, remain
confidential to the people directly involved with making personnel decisions.
Students on Pre-school Learning Alliance or other recognised qualifications and
training, when they are observing in the setting, are advised of our confidentiality
policy and are required to respect it.
Legal Framework
Data Protection Act 1998
Human Rights Act 1998
Further guidance
Information Sharing: Guidance for Practitioners and Managers (DCSF 2008)
Information on how the Local Authority (LA) and/or DfE store information on a
child can be found at
o www.wokingham.gov.uk/schools-education/schools-colleges/data-
protection-privacy-notices/
o www.teachernet.gov.uk/management/ims/datamanagement/privacynotice
s/pupilsdata
o www.teachersnet.gov.uk/management/ims/datamanagement/privacynotic
es/pupilsdata/thirdpartyorgs
Revision 003/November 2016
The above policy was adopted at Chapel Lane Pre-School
Date Reviewed November 2016
Date to be reviewed November 2017
Signed on behalf of the management committee
Name of signatory Lucy Harber
Role of signatory (e.g. chair/owner) Chairperson
Revision 003/November 2016
Record keeping
5.2 Provider records
Policy statement
We keep records for the purpose of maintaining our business. These include:
Records pertaining to our registration.
Landlord/lease documents and other contractual documentation pertaining to
amenities, services and goods.
Financial records pertaining to income and expenditure.
Risk assessments.
Employment records of staff.
Our records are regarded as confidential on the basis of sensitivity of information, such as
with regard to employment records and these are maintained with regard to the
framework of the Data Protection Act and the Human Rights Act.
This policy and procedure is taken in conjunction with the Confidentiality and Client
Access to Records policy and Information Sharing policy.
EYFS key themes and commitments
A Unique Child Positive
Relationships
Enabling
Environments
Learning and
Development
1.2 Inclusive
practice
2.1 Respecting each
other
3.3 The learning
environment
Procedures
All records are the responsibility of the officers of the management committee who
ensure they are kept securely.
All records are kept in an orderly way in files and filing is kept up-to-date.
Financial records are kept up-to-date for audit purposes.
Revision 003/November 2016
Health and safety records are maintained; these include risk assessments, details of
checks or inspections and guidance etc.
Our Ofsted registration certificate is displayed.
Our Public Liability insurance certificate is displayed.
All our employment and staff records are kept securely and confidentially.
Legal framework
Data Protection Act 1998
Human Rights Act 1998
The above policy was adopted at Chapel Lane Pre-School
Date Reviewed November 2016
Date to be reviewed November 2017
Signed on behalf of the management committee
Name of signatory Lucy Harber
Role of signatory (e.g. chair/owner) Chairperson